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Volume 2 Number 1, 2005

�rom the �ea� A Message

Dr. Bonnie White Interim Dean

Dear College Family: Welcome to the second edition of the Keystone magazine and the eve of our college’s 90th anniversary of building a better future for all. Today’s efforts in our college are devoted to creating tomorrow’s competent, committed and reflective professionals. We strive to achieve this through outstanding teaching, cutting-edge research and extensive outreach to schools and communities. The alumni reading this magazine prove that an education degree is limitless in terms of its professional application. Today, our graduates are leaders in the classroom, government, nonprofit organizations and businesses throughout the private sector. We look forward to starting our ninth decade of building better futures with a new dean committed to advancing our college’s goal of being nationally recognized as one of the best colleges of education in the country. Our college is well on its way, thanks in part to the legacy of leadership our college has had during its existence. We thank Dr. Frances Kochan for her contributions to our college’s legacy, which during her three years as interim dean include the creation of this magazine. I hope that each of you, as you read about all that is occurring within our college, will consider how you can support education as the keystone of influence in your own community and professional endeavors. With your support, education can truly help build better futures for all. Sincerely,

�rom the �residen�

Bonnie J. White Interim Dean

A Message

Dr. Ed Richardson Interim President

Dear Friends of the College of Education: The new year is off to a great start here at Auburn. SACS probation has been lifted. Our football team finished 13-0 and won the SEC title and the Sugar Bowl. Our capital campaign and legislative efforts are gathering momentum. Auburn faculty and students continue to excel in both the classroom and the research laboratory. The lifting of SACS probation was the culmination of a year of difficult work by many people. I appreciate all those efforts. I especially appreciate the Board of Trustees, which took all steps I asked it to take in order to have this university’s reputation restored, and Gov. Bob Riley, who supported our efforts and met with SACS on our behalf several times. With SACS behind us, it is time to work together to make Auburn everything it needs to be—an outstanding learning environment for young minds, a leader in innovative research and an important economic engine for the state of Alabama. I have identified six university initiatives I believe will move us toward that end. In addition, I’ve developed a four-point legislative agenda that, if passed, should help us slow the growth of tuition costs and attract and retain outstanding faculty. I look forward to working with many of you to ensure the success of both these efforts. It is my hope the end of SACS probation and our recent football success will serve as rallying points for the Auburn family. The football team’s example of selflessness is one we should emulate university-wide. Like football is a team sport, growing a university to its potential takes a team effort. All constituents have specific roles, but all contribute to the university as a whole. By pulling together, we can accelerate progress on things we agree on and more quickly and civilly resolve our differences. When we do so, we will strengthen Auburn’s already outstanding institution and make it a champion in every respect. War Eagle!

Ed Richardson ‘62 Interim President

�uilding a better �uture Table of Contents

Born to be an Auburn Man Melvin K. Smith (‘87) continues his family’s tradition of service to Auburn University

Brave Soul Tackles Internship in Belgium Caroline Jordan (‘04) was the college’s first intern to have the Belgium experience

Building Global Bridges Global Bridges partnership brings college’s expertise to China’s educational system


High-Steppin’ with Tyler Benjamin

Music education major and AU Marching Band drum major Tyler Benjamin makes the most of his time at AU

Young Alumni Spotlight: Nicole Manry Pourchier Nicole Manry Pourchier ‘02 was featured on NBC Nightly News and speaks of the benefits of teaching

Remembering JoAnn Granberry Murrell JoAnn Murrell ‘57 is remembered by her students as “one heckuva teacher” and by her family as an inspiring woman

The Keystone is a publication of the Auburn University College of Education. It is produced and distributed to alumni and friends of the College of Education through the generous contributions of private donors.

Magazine Staff

Katie Crew Editor/Writer Mike DeMent Graphic Designer, Photography Michael Tullier, APR Director of External Relations

Lessons on Leadership 2004 Distinguished Alumnus and Keystone Leader-in-Residence Gordon Sherman ‘57 shares valuable insights

Honor an Educator Mark Wilton gave a long-lasting gift to his wife Cindy ‘04 in honor of her commitment to education

Contributing writers: Summer Wright, Roy Summerford Photography: AU Photographic Services,

Bonnie J. White Interim Dean College of Education Auburn University 3084 Haley Center Auburn, Alabama 36849-5218 (334)844-4446 Send address changes to, or by mail to the attention of Michael Tullier, APR The Auburn University College of Education is committed to providing opportunities of inclusion for its faculty, staff and students.

4 5 12 14 16 20 40

Contents Administrative Highlights ........................................... 2-3 2004 Scholarship Recipients .......................................... 6 Cynthia Scott: A birthday present of presidential proportions ............................................ 7 Student Ambassadors and Student Council .......8-9 Student Organizations ...................................................10 Holmes Scholars and College Authors ....................11 Harriett and Jim Manley: Aunt Lucy’s Legacy .......15 U.S. News Rankings ..........................................................17 National Advisory Council...................................... 18-19 2004 Distinguished Professors ...................................22

Retired Faculty Spotlights .............................................24 Leischuck Teaching Awards and Moulton Faculty Fund for Excellence ..........................................25 Faculty Highlights......................................................26-28 Academic Departments ..........................................29-33 Unit Highlights ............................................................34-36 Annual Giving Donors ............................................. 37-39 Donor Societies..................................................................41

© 2005 Auburn University College of Education



�onnie �.�hit� A U B U R N





named interim dean Dr. Bonnie J. White, a Humana-Germany-Sherman distinguished professor in the college’s Department of Curriculum and Teaching, was named interim dean of the AU College of Education in September 2004. White replaces Dr. Frances Kochan, who served as interim dean since July 2001 and returned to a faculty position within the college. A search is currently underway to identify a permanent dean. White came to Auburn in 1976 as an instructor in what was formerly known as the Department of Vocational and Adult Education, which she later also served as chair. Upon completion of her doctoral work at the University of Tennessee in 1979, she was made an associate professor. White was named a HumanaGermany-Sherman distinguished professor in 2002. White is a member of the U.S. chapter of the International Society for Business Education, which she served as president in 2003-04, and the National Business Education Association, which she has served as a member of the executive board and the strategic planning and membership committees. The author or co-author of more than 60 publications related to research and best practices in education, White is the coauthor of The Office: Procedures and Technology, a textbook currently in its fifth edition. White has received two awards for textbook excellence—the William Holmes McGuffey Award and the Textbook Excellence Award for Accounting, Business, Economics and Management. In addition to her teaching, research and publications, White has served on several campus committees related to accreditation and as graduate program officer and program coordinator for career and technology education and business education in the Department of Curriculum and Teaching.

Bob Rowsey

retires after 32 years of service

Dr. Bob Rowsey enrolled in the College of Education in 1971 as a doctoral student pursuing a degree in science education. Thirty-four years later, he is preparing to retire in May 2005 after a lifetime of teaching, mentoring and leading. During his time as a student, Rowsey was a teaching assistant and supervised interns in the undergraduate science education program. When he received his doctorate in 1973, Dr. Al Atkins, who was the head of the secondary education department, and Dean Truman Pierce asked him to stay and join the faculty.


“I decided to stay because I enjoyed my experience here as a student and teaching assistant,” Rowsey said. “And I’ve enjoyed coming to work every day since then. I’m really glad I stayed in Auburn from both a community and a university perspective. My faculty and administrative positions have been such positive experiences.” Rowsey became an assistant professor in science education in 1973, and by 1987 he was a full professor. About a year later he was asked to serve as the assistant dean for development and outreach. He helped coordinate the first phone-athon using student volunteers, started the student scholarship program and created the college’s National Advisory Council in 1989. Even while Rowsey served as assistant dean, he continued to teach and supervise doctoral students because he “loved it.” “I cannot stress enough how much I enjoyed teaching the many undergraduate and graduate students and the opportunity to work with more than 20 doctoral students in science education,” he said. It wasn’t until 1999 that he began working for the Dean’s Office full time as the associate dean for academic affairs. As associate dean, he wears many hats.


Rowsey works with the accreditation process for the Southern Association of Colleges and Schools, Alabama State Department of Education, and National Council for Accreditation of Teacher Education. He also prepares the college’s annual report to the university. He serves as the college’s certification officer, meaning he recommends students who have successfully completed teacher education programs to the state for certification. He is the liaison between the college and the state’s Department of Education—ensuring everything from technology standards to curriculum requirements are met. He serves on numerous committees, including the University Assessment Committee and Academic Affairs Committee. And day-to-day, he works with students in need of academic advising in conjunction with the college’s three academic advisors. “I cannot say thank you enough for the positive working relationships that I have had with deans, department heads, directors, faculty, and staff of the college throughout the years. It is the people who labor and learn here who have built the outstanding college we have become today,” he said. “I am certain these individuals and those who follow them will continue to provide the vision and energy for the college to become even better in the future.”

Grads working to build a better AU


arah Newton ’74, a 2004 appointee to the Auburn University Board of Trustees, has a unique perspective of the teaching profession. As an educator and school administrator, she has seen the role AU plays in building better futures through education from the chalkboard to the university board. Newton, who represents Alabama’s 7th District, is currently principal of Fayette Elementary School, a school where she taught physical education, and third and fifth grades, for 22 years. It was during this time—as well as during earlier teaching posts at Boykin Middle School in Florence and Limestone County Elementary School in Athens—that she completed her master’s and certification in administration at the University of Alabama. “I found the college’s conceptual framework ensured that administrators and candidates were working toward articulated goals,” Newton said. “The Auburn curriculum was vigorous and always on the cutting edge of new researched-based techniques and pedagogy. My professors were dedicated to teaching and willing to do everything they could to support successes in all students.” Newton’s career took a different path in 1998 after she was named assistant principal of Hamilton Elementary School—an appointment she served

Byron Franklin Sr. ’91


yron Franklin Sr. ’91 is living proof of the professional variety one can achieve with a degree in education. Franklin, appointed to the AU Board of Trustees in 1999 by Gov.

until being named assistant principal of Fayette Elementary in 2001. She was named the school’s principal in 2002. As an administrator, Newton is responsible for the largest school in the Fayette County system. She oversees more than 700 kindergartners through fourth graders, as well as supervises 82 faculty and staff members. From this vantage point—the principal’s office—Newton sees the challenges the education profession faces. “To continue to attract the best and brightest teachers, we must recognize that teaching is an important and valuable profession, she saidhh.” Newton explained that innovative programs are the secret to Alabama’s educational success. “Funding for programs has always been a concern in education,” she said. “Programs like the Alabama Reading Initiative have shown great success in schools where implementation is in place.” Newton is married to Bill Newton, a 1974 AU College of Agriculture graduate. The couple resides in Fayette with their three sons: John, Will and Daniel. Newton’s term on the Board of Trustees expires in 2011. She is a member of the Academic Affairs, Agriculture, Executive and Finance committees, as well as a board liaison to the College of Education and College of Human Sciences.

Don Siegelman, has applied his educational foundations to work in the management, athletic and spiritual arenas. Besides serving as director of special marketing and public relations for Birmingham-based Buffalo Rock Co., the nation’s largest single-family privately owned Pepsi-Cola bottler, Franklin is vice president of Birmingham’s B.B.C. Foods. Licensed to minister in 1998, he serves as pastor of Living Word Church in Livingston, Ala. Franklin refers to education as creating “avenues of opportunity” in his professional and spiritual life. “Education has established, for me, a continuous foundation to draw from and to use in every arena of life,” he said. “It plays a role in my business activities, because it has provided basic knowledge, which is the key to build from. In my religious activities, it plays a role because it carries over into my spiritual responsibilities.” Franklin, a native of Sheffield, Ala., made a name for himself on the playing field in the late ’70s and early ’80s while pursuing his degree in adult education. As a wide receiver, he led Auburn in receiving in 1977, 1979 and 1980. During his last year of play, before being drafted by the Buffalo Bills in 1981, Franklin’s 32 receptions for 598 yards resulted in nine touchdowns. He played professionally with the Bills, and later the Seattle Seahawks, until he retired in 1989. He

Sarah Newton ’74

returned to Auburn athletics in 1991. This time he served as assistant director of athletic development—a post he held until 1993. His vast leadership experiences have allowed him to use education principles in bettering the lives of others. “I have found myself in the teacher and educator role in every walk of life. Because of my vast experiences, I feel it is my responsibility as a leader to help change, grow and develop my surroundings by sharing and educating those around me,” he said. “Our lives are our classrooms.” His responsibilities as a trustee still keep him attuned to the role Auburn and all of higher education plays in our society. “Education in today’s society is key to the future of our nation. We can see the major emphasis that is placed on education, particularly in elementary and secondary education in other countries. K-12 development strengthens the quality of higher education, which strengthens leaders of tomorrow,” Franklin said. Now residing in Birmingham, Franklin will represent Alabama’s 9th District until January 2011. He and his wife, Meriam, have three children: Byron Jr., Kelsie and Brandon. He serves on the board’s Agriculture, Executive and Student Affairs committees, as well as a board liaison to the School of Forestry and Wildlife Sciences, and the Auburn University Libraries.




Born to be an



elvin K. Smith brings new meaning to the specializing in counselor development—in 1995. phrase “an Auburn man.” His Auburn conHe received his second master’s degree in 1998 in nection has deep roots stretching back elementary education. to when his paternal grandfather was the chaufHis connection to the College of Education feur for the Auburn Univercomes full circle when he  sity president. talks about a former teacher Both of Smith’s parents who he credits as a major The Rollins Award, which is worked for the university. inspiration in his life and fuSAEE’s highest honor, was Now Smith carries on the ture career. Lue Rowsey was awarded to Smith for his family tradition serving Smith’s sixth grade teacher Auburn as a program advisor at Drake Middle School and significant contributions and special events coordinashe is the wife of Associate to the organization and to tor for AU Career DevelopDean Bob Rowsey. the field of career planning, ment Services and Student “She chose me to serve placement and recruitment. Success Center. He is responas the sixth grade Student sible for organizing special Council representative and Since his membership in events such as Career Expos, from that year on, I was 1997, Smith has served as Education Interview Days, actively involved with the the director of colleges, vice and Internship and Summer Student Council,” Smith president for colleges, presiJob Fairs. said. “I was seventh grade As a three-time graduate representative, eighth dent-elect, president and of the AU College of Educagrade secretary, ninth grade past president. tion, Smith’s connection to representative, 10th grade the college is apparent. He representative, 11th grade earned his bachelor’s degree treasurer and 12th grade in elementary education in 1987. He eventually president of the student body at Auburn High returned to the college as a graduate student and School. So that was kind of like a start for me.” earned his first master’s degree in counseling— Smith had gotten a taste for not only being a



team player, but for being a leader—something he was recognized for in January 2004 by a professional organization of which he is a member. At the 19th Annual Southeastern Association for Employment in Education Conference, Smith was presented with the Jana Rollins Distinguished Service Award. The Rollins Award, which is SAEE’s highest honor, was awarded to Smith for his significant contributions to the organization and to the field of career planning, placement and recruitment. Since his membership in 1997, Smith has served as the director of colleges, vice president for colleges, president-elect, president and past president. “I think my service in SAEE has been beneficial for Auburn University and our students. Because of my involvement in the association, Auburn began receiving name recognition in more schools, and more schools from across the country have started coming to our Education Interview Days,” Smith said. “It is also a good opportunity for me to network with other professionals and other career planners, and for me to find out what they are doing for their education majors.” Smith’s efforts to make the Education Interview Days a success have paid off. “It’s funny because when I go to SAEE’s annual conference, I’ll have people coming up to me and saying, ‘Oh, I hear you do one of the best interview days.’” That is also a sentiment shared by the many education recruiters who attend both the fall and spring Education Interview Days at Auburn. Walter Maddox, director of personnel from Tuscaloosa City Schools, said during the fall 2004 Education Interview Day that AU “does an excellent job hosting this job fair. It’s one of our favorites to attend. From the quality of applicants to the hospitality you show the recruiters, it is well appreciated.”




aroline Jordan was the first “brave soul” to take on the exciting challenge of completing her internship in a Department of Defense school in Mons, Belgium. Jordan traveled to Belgium in January 2004 to begin the internship experience at the Supreme Headquarters Allied Powers Europe American Elementary School. The partnership among the college, the Department of Defense schools in Belgium and the National Education Association was initiated under the leadership of former Interim Dean Frances Kochan. Curriculum and Teaching Department Head Andrew Weaver has served as the primary coordinator of the partnership and Assistant Dean Emily Melvin has served as the coordinator of internship placements since 2003. Dr. Edna Brabham was one of the initial faculty members to take an active role in the partnership, and she served as Jordan’s supervising professor during the internship process. “Caroline Jordan was our very first intern at SHAPE and she went all by herself, brave soul that she is. I went over within days after Caroline arrived and did the internship orientation with her and the teaching team at SHAPE Elementary,” Brabham said. “It worked out well given that we just had one intern there because I was able to stay in touch by e-mail with her, the mentor teacher and other teachers on the team. I was able to receive really good feedback on a regular basis.” As for traveling to Belgium by herself, Jordan said it was actually her first uneventful plane ride ever. Jordan, who had been to Europe twice before, made all her connecting flights and only hit a snag when she arrived at Brussels International Airport to find one of her suitcases missing.

“I found my way to the lost luggage area and as I began to fill out the paperwork, I realized how little I knew. Carol Ostrander, the intern coordinator, was supposed to meet me at the airport, but she was outside of customs, which I had not gone through yet,” Jordan said. “I didn’t know the address where I would be, a phone number to reach me, and so on. Luckily, by the time I got all the paperwork filled out and came back outside, there was my suitcase.” Being the first intern also meant being the first to find out there was often an easier way to do things. Jordan said after her warm welcome from Ostrander, she went to the base to begin her paperwork, which ended up taking several days. She had to be cleared by the U.S. military, the Belgian National Police and the SHAPE headquarters. After this experience, they realized it would be much easier for the future interns to fax a copy of their passports so the U.S. military could start the paperwork with the others before the interns’ arrival. “Being the first was always interesting because there were many situations like the paperwork process that came up that we had to deal with, but we never knew when those would come up until they happened. Carol and I had to be flexible and on our toes at all times,” Jordan said. While Jordan was at SHAPE American Elementary School, she worked with fifth-graders—75 percent of whom were American and the rest were from countries such as Uzbekistan, Panama, Italy, Spain and Greece. She said having the opportunity

to work with children from other countries and children who have traveled and lived in so many places always made for interesting discussions. “I think one of the hardest things about teaching military children happened in social studies. We would be discussing a place and at least one child would raise his or her hand and say, ‘Well, when we lived there…’ or ‘I remember the time that we visited there and …’ At times it made it hard to teach about places they had already been,” she said. Despite the challenge of teaching social studies, Jordan felt prepared to lead the class. “Everything I learned in the College of Education was in use at SHAPE American Elementary School, and I was so excited to be able to see the ‘textbook examples’ at work,” she said. Being in Belgium for a semester gave Jordan many opportunities to take in European culture and left her with a greater sense of independence—something she would not have gained had she done her internship anywhere else. “I don’t know that I’ve ever been brave enough to go to a city by myself for a day or a weekend or a week, but that’s exactly what I did in Europe. I spent a week in London completely by myself exploring,” she said. “I think I also gained more cultural awareness and a great teaching tool—now when I talk about the places I visited, I can show pictures or begin my stories with, ‘When I was living in Europe…’ I wouldn’t trade this experience for the world!”



�cholarship Recipients 2004-05 College of Education



American Sports Medicine Institute Annual Scholarship Virginia Kathleen Chandler The Dr. Ralph Carroll and Willie Mae Boles Endowed Scholarship Elizabeth Law Lamar The Marsha Burns Burney Endowed Scholarship James Chad Littleton The College of Education Student Council Annual Scholarship* Myra Ellen Battle The Lillian Cross Davis Endowed Scholarship Elizabeth Davis Kramer The John R. Dyas Jr. Endowed Scholarship Sherry C. Matthews The Mildred Cheshire Fraley Endowed Scholarship Brittany K. Estes Christina Hope McClanahan The Margaret Graves Frazier Endowed Scholarship Leigh Ann Coffman The Dr. J. Floyd Hall Endowed Scholarship Jama Carol Ashburner The Humana Foundation Endowed Scholarship Amy Nicole Bright Susan Abbe Clark Leigh Taylor Morgan Margaret Anne Rivers Rebekah Jane Short Hollie Rani Vest The Sam Long Hutchison Endowed Scholarship Lindsey Michele Allen Carin C. Cope Kevin Ray Lewis Jessica Leigh Pieplow Lindsey Carol Shields The Julia Collins Isbell Annual Scholarship Myra Ellen Battle Margaret Chaffin Beason Rachael Nicole Blalock L. Bentley Chambers Emily Christian Dunavant The Richard C. Kunkel Endowed Scholarship Chandler Lee Chauvin


The James W. and Elaine B. Lester Endowed Scholarship Tyler Davis Benjamin Alesia Erin Bradley Elizabeth Yates Brannon Alicia Ann Clark Tiffany Brooke Garrett Justin L. Myrick Graham Allen Oakley Amanda Kaye Owens The Martha Sanders Mickey Annual Scholarship* Chandler Lee Chauvin The R.W. Montgomery Endowed Scholarship Andrew Paul Jackson The Kathryn Flurry and Harrell Ray Morgan Endowed Scholarship Allison Rebecca Lee The Mary Elizabeth Morgan Memorial Endowed Scholarship Helene B. Whaley The Annie Laura Newell Endowed Scholarship Emily Beth Davidson The Patrons of the Keystone-Dean’s Circle Annual Scholarship Candace Keandra Ware The Lucy B. Pittman Endowed Scholarship Amanda Marie Mahoney The Charles M. Jr. and Frances Skinner Reeves Endowed Scholarship* Christina Hope McClanahan The Robert L. Saunders Endowed Scholarship Heather L. Kemp The Cynthia Marvin Coleman Scott Endowment for Presidential Scholarships* Elizabeth A. Copenhaver The Angelo and Joy Love Tomasso Endowed Scholarship Emily Christian Dunavant Robert Mason Jones Amy Suzanne Voss The Earl H. “Buddy” Weaver Endowed Scholarship Samuel Robinson The Ronald J. Weaver Endowed Scholarship* Kemberli L. Holmes The Yvonne Williams Endowed Scholarship Pam Riddle The Theodore Franklin and Winnifred Phillips Yancy Endowed Scholarship Brandon Kiser


The Wendy Baker Memorial Endowment Cara Gilpin The Elizabeth Williams Brazelton Fund for Excellence Shannon Dunlap The Albert Hamilton Collins Annual Fellowship Charles Farmer The William Thomas Haley Memorial Annual Graduate Assistantship* John Klem The Human Rights Advocacy Annual Graduate Fellowship* Alycia Adams The Dr. Dennis J. Sabo Endowed Fellowship Addie Swinney André Harrison The F. Allen and Louise K. Turner Foundation Annual Graduate Fellowship* Laura Mirarchi * presented for the first time in 2004



Cynthia Marvin Coleman Scott ’54

of presidential proportions


ynthia Marvin Coleman Scott is an educator who passionately believes that every child who came through the schoolhouse door was eager to learn and ready to succeed. It was this passion and commitment to education and her students that inspired her son, Dr. Richard Scott Jr., to establish the Cynthia Marvin Coleman Scott Endowment for Presidential Scholarships within the College of Education in 2003. Mrs. Scott’s 30-year teaching career started and ended in her hometown of Marietta, Ga., but included years in between teaching in Texas, Alabama, Virginia and Hawaii. She graduated from Alabama Polytechnic Institute in 1954 with a degree in elementary education. A year later, she married fellow Marietta native and API student Lt. Richard Scott, USAF. Be-

cause of Lt. Scott’s Air Force career, Mrs. Scott was able to influence the lives of hundreds of first- and second-graders across the country throughout her teaching career. “I liked teaching first- and second-graders because at that age, the children are truly like sponges—just soaking everything up,” said Mrs. Scott, who spent the last 11 years of her career at Park Street Elementary School in Marietta. Park Street Elementary School is an inner-city school, which was one of the qualities that made it so special to Mrs. Scott. “The students at Park Street were especially like little sponges because they had not been exposed to a lot and all of the students were so eager to learn. They were so appreciative of anything you did and they also appreciated structure,” she said. “I

really enjoyed teaching first grade because of the chance to give the students a good foundation.” Dr. Scott presented his mother with details about the scholarship at his home in New Jersey during Thanksgiving dinner. A plaque and framed letter from the family explained that it was established in honor of her 70th birthday and a lifetime commitment to excellence in education, he said. Dr. Scott established a similar scholarship in the AU College of Engineering for his father’s 70th birthday in 2001. “Few people have demonstrated the integrity and consistent commitment to excellence that I have seen in my parents’ lives. They have tirelessly shared their knowledge and technical expertise with students, teachers, aviators and engineers throughout full and productive careers around the world,” Dr. Scott said. “In looking to honor their 70th birthdays, I felt it was very important to immortalize their commitment to education, opportunity, community and excellence. “Throughout their lives, they have attributed much of their success to the philosophy they adopted during their time at Auburn. Establishing the presidential scholarships at Auburn provided an opportunity to integrate several important goals,” he said. “It was a way of honoring my parents while simultaneously recognizing the university’s pivotal contributions to their lives, and to perpetuate their commitment to excellence by assuring that future educators and engineers will have an opportunity to achieve their potential.”

Newly endowed scholarships recognize educational service


uring its third annual Scholarship Ceremony and Reception on Oct. 23, 2004, the College of Education awarded scholarships to 48 undergraduate students. Among those scholarships awarded were three newly endowed undergraduate scholarship opportunities. The Charles M. Jr. and Frances Skinner Reeves Endowed Scholarship was established by AU graduates Charles and Frances Reeves to honor Mr. Reeves’ mother and father—both of whom were College of Education graduates—and all other Reeves family members who attended Auburn. Mr. Reeves earned a bachelor’s degree in business in 1949. Dr. Frances Reeves is a threetime graduate of the College of Education, having earned a master’s (’71), educational specialist (’73), and doctorate of education (’77)—all in counseling with a specialty in agency counseling. She now serves the college as a member of the National Advisory Council.

The Ronald J. Weaver Endowed Scholarship was created by Curriculum and Teaching Department Head Andrew M. Weaver, and his son, Andrew S. Weaver. Dr. Jacqueline Gnann Weaver, Dr. Weaver’s wife, and members of the Gnann family also contributed to this endowment’s creation. It honors the memory of Dr. Weaver’s son, Ronald J. Weaver, a 1985 finance graduate of Auburn University. His work with the Alabama Department of Education as an accountant in the Child Nutrition program directly supported the work of Alabama schools. The scholarship provides support for students in the Department of Curriculum and Teaching, for which Dr. Weaver has served as department head for more than 20 years. The Cynthia Marvin Coleman Scott Endowment for Presidential Scholarships was also awarded for the first time during this scholarship ceremony. It was established by Dr. Richard T. Scott Jr. to honor his mother’s 30-year teaching career.

Kimberli Holmes with the Weavers

The College of Education currently makes 29 different scholarship opportunities available to its undergraduate students. For information about any of these scholarships, or if you have questions about creating a new scholarship or supporting an existing one, contact Becca Grace by e-mailing or calling 334.844.9144.



2004-2005�tuden� �mbassador� CO L L E G E O F E D U C AT I O N

Annah Grace Barclift

Kemberli Holmes

Elizabeth Osborn

Sarah Barton

Alana Johnson

Shawn Sandlin

Blair Bledsoe

Kira Ledbetter

Rebecca Stutts

Elizabeth Brannon

Allison Lee

Dorsey Tippett

Cendy Burbic

Ashley McCullough

Candace Ware

Ansley Elder

Holly McIndoe

Amanda Whitmire

Bruce Finney

Landon McKean

Andrea Williams

Katie Giffin

Jennifer Merwin

Abby Williams

Penny Helms

Sarah Miller

Lauren Hendriks

Graham Oakley

Albertville, Ala. Tallassee, Ala. Camden, Ala.

Headland, Ala. Hoover, Ala.

Alpharetta, Ga.

Birmingham, Ala. Tampa, Fla.

Enterprise, Ala. Decatur, Ala.

Candace Ware

Birmingham, Ala. Dadeville, Ala. Decatur, Ala. Jones, Ala.

Montgomery, Ala. Montgomery, Ala. Memphis, Tenn.

Carrollton, Ga. Hayden, Ala.

Tuscumbia, Ala. Opelika, Ala. Duluth, Ga.

Decatur, Ala. Dothan, Ala.

Homewood, Ala.

Marietta, Ga.

Wetumpka, Ala.


The College of Education has benefited from its Student Ambassadors since the organization was established in 2002. This select group of students serves its college by assisting with the on- and off-campus promotion of the college and its programs. They also assist in hosting special events, welcoming dignitaries to campus and recruiting students. Candace Ware, this year’s president, describes the perfect Student Ambassador as someone who is “energetic, outgoing, friendly, organized, honest and flexible.” Anyone knowing Ware personally would also agree that description fits her well. Ware, a senior majoring in secondary history education, was named president of the Student Ambassadors in January 2004. Her initial desire to become a member of the organization, she explains, “was be-


Birmingham, Ala.


cause it seemed to be a good way to meet fellow students and to begin networking in a way that would be beneficial later.” The outcome of her experience as an ambassador, however, has been greater than that. “I’ve learned a lot about leadership and working with other people,” Ware said. “The experience has enabled me to walk away with a deeper respect for the value of commitment.” Along with the many responsibilities taken on by the College of Education’s Student Ambassadors, its members also have the opportunity to develop and refine their leadership, public speaking and interpersonal skills. Ware credits her fellow ambassadors for their contributions to the college’s mission. She expressed her thanks to all who were committed and dedicated by saying, “I appreciate you giving of yourselves to your college.” She encourages others in the college to apply to serve as a Student Ambassador, calling it “a great opportunity to grow in your major as well as to meet other students.”

2004-2005�tudent �ounci� President: Lindsey Adams Vice-President: Mary Beth Stegall Administrative Vice-President: Shealy Melton Senator: Sarah Barton Senator: Blair Bledsoe Secretary: Rachel Owens Treasurer: Michael Kelley Historian: Sarah Autrey Student/Teacher Liaison: Katie Allocca Service Chair: Cendy Burbic Public Relations: Laura Haywood Spirit Chair: Tiffany Garrett Fundraising Chair: Kelly Brown Social Chair: Emily Barberini Web Master: Justin Myrick Webpage Designer: Kristie Fitzgerald Newsletter Chair: Lindsay Rutland

Lindsey Adams


The College of Education Student Council is an organization that consists of hard-working individuals dedicated to serving their fellow students. Someone hoping to become a member of the Student Council can anticipate a packed schedule of events including service projects, working with Best Buddies, competing in the college’s Chili Cook-Off, holding a pre-Education Interview Day workshop and continuing a mentoring project. Lindsey Adams, a senior majoring in Spanish education, explains the hectic schedule she had while serving as this year’s president. “You’ve got a lot of work to do as president, such as making the agenda and constantly being alert. I was basically a ‘go-to-girl’ regarding any events and other topics affiliated with the Student Council,” she said. “I gained a lot from the demands of my position because I developed more organizational skills and a better ability to multi-task. It taught me how to prioritize, and to enjoy progression.”

Adams, who initially ran for vice president of the Student Council, was asked to take on the role of president by Dr. Emily Melvin, the organization’s advisor and college’s assistant dean. She was also selected to represent the college on the university’s Committee of 19. This committee is designed to fight the “war on hunger.” Auburn is the only university chosen by the United Nations to help out with the war on hunger. One student was chosen from each of AU’s schools and colleges to serve on the Committee of 19. Adams plans to further her education after completing her bachelor’s degree in December 2005. She looks back on her time as president of Student Council with a thankful attitude. “I couldn’t have done it without each member of the organization. I had a great group of students this year who were willing to be there at any time and to help out in any way. I appreciate every one of them for the hard work they did,” she said.



STUDENT Organizations The Auburn University Collegiate Chapter of Music Educators National Conference is the collegiate division of the national professional organization for music educators. The purpose of the organization is to provide professional development for future music educators. Any music education major may join. President: Megan Hultz, senior, instrumental music education. Advisor: Dr. Kim Walls, associate professor

The Association for Childhood Education International is a nonprofit education association whose purpose is to globally promote a child-centered approach to education and development of children. It also supports high standards of preparation and professional growth of educators committed to the needs of children in a changing society. Membership in AU-ACEI is open to all students committed to the fulfillment of every child’s potential and the professional development of the classroom teacher. All who are committed to promoting the inherent rights, education and well-being of children are invited to join. President: Cheryl Hicks, senior, elementary education. Sponsor: Dr. Candra Thornton, assistant professor

The Auburn Mathematics Education Society offers professional development to students interested in math education and providing services to the local mathematics community. AMES meetings are held monthly. President: Kemberli Holmes, senior, mathematics education. Sponsors: Dr. Marilyn Strutchens, associate professor; Dr. Gary Martin, associate professor

The Auburn Student Rehabilitation Association is open to both undergraduate and graduate students who have an interest in the field of rehabilitation. The organization is committed to enhancing the lives of persons with disabilities through its members’ service in the local community. Its purpose is to enrich students through service, learning and involvement in the lives of persons with disabilities, while developing camaraderie among students involved in the rehabilitation program. President: to be named. Advisor: Dr. Rebecca Curtis, assistant professor


Best Buddies is an international organization that promotes opportunities for college students and persons with mental retardation to become friends. It was founded in 1989 by Anthony K. Shriver. Best Buddies has grown from one chapter on one college campus to a vibrant, international organization involving 50,000 participants. Auburn’s chapter has been recognized by the national office for the quality of its program. Director: Rebekah Bradshaw, senior, exercise science. Advisor: Dr. Caroline Dunn, associate professor

The purpose of the Health and Human Performance Student Alliance is to enhance the professional development of all students interested in careers in health, fitness and exercise science. HHPSA introduces students to leaders in the health/fitness industry, exercise science and physical education. Its students promote health and physical fitness throughout the university and surrounding communities through service activities. The organization’s annual Chili Cook-off, held each fall semester, has attracted a loyal following of nearly 200 people. Student Coordinator: John McBryde, graduate student, exercise science. Advisor: Dr. Peter Grandjean, associate professor

Iota Delta Sigma is the Auburn chapter of Chi Sigma Iota, the international counseling honorary society. CSI recognizes excellence in academics, scholarship, professional service and advocacy. Student members must maintain a minimum 3.5 GPA and demonstrate qualifications related to professional service. The AU chapter was recognized with the 2004 CSI Outstanding Chapter Award and 2005 Outstanding Newsletter Award. President: Mary Bartlett, graduate student, counselor education. Sponsor: Dr. Jamie Carney, professor

Kappa Delta Pi is an international honor society that recognizes exemplary scholarship in the area of education. AU students with a GPA of 3.5 or better GPA are eligible and invited to join the university’s Alpha Phi Chapter of KDP, which was chartered in 1927. KDP activities for the coming year include a Teacher Panel Forum, a Celebration of Teaching event that will involve and encourage students from local high schools to become teachers, and partici-


pation of local officers in KDP national conferences and professional development opportunities. Co-presidents: Amber Lanford, senior, secondary English language arts education; Allison Lee ’04, secondary English language arts education. Co-sponsors: Dr. Edna Brabham, associate professor; Dr. Jenelle Reeves, assistant professor

Phi Beta Lambda is designed for students pursuing careers in business or business education. Other students with a strong interest in business may find this organization useful to their career goals. The PBL mission is to bring business and education together in a positive working relationship through innovative leadership and career development programs. The goals of PBL include promoting business leadership, understanding of the American business enterprise system, and exploration of the role and function of American businesses in international settings. President: Michael Hanes, graduate student, business education. Advisor: Dr. Leane Skinner, assistant professor

The Student Alabama Education Association is a professional organization benefiting education majors. It is part of the National Education Association, which has branches in every state. The Student Alabama Education Association lays a foundation for future job contacts and helps with professional development through workshops and conferences. President: Cassandra Keith, senior, elementary education. Advisor: Dr. Charles Eick, associate professor

The Student Council for Exceptional Children is a service organization for special education majors, but is open to anyone who enjoys working with children. SCEC is a student organization of the Council for Exceptional Children. The organization’s community service philanthropy project is “Friends for Life,” a nondenominational, nonprofit group offering support and information to families of children with disabilities. SCEC meets monthly. President: Ashley Lynn, senior, early childhood special education. Sponsor: Dr. AmySue Reilly, associate professor Editor’s note: The College of Education Student Council and Student Ambassadors, two other student organizations within the college, are featured on pages 8 and 9.

Holmes Scholars DaShonera Langley was inducted as a Holmes Scholar at the 23rd Annual Spring Awards Ceremony held in April 2004. She is working toward her doctorate in rehabilitation and special education with a concentration in transition and a minor in psychology. The College of Education actively participates in the national Holmes Scholars Program, a division of The Holmes Partnership. The Holmes Partnership is a network of universities, schools, community agencies and national professional organizations. They work in partnership to create high-quality professional development, and significant school renewal to improve teaching and learning for all children. The Holmes Scholars Program, established in 1991, consists of a select group of graduate students enrolled at Holmes Partnership institutions that are preparing for careers in higher education. The program enhances the scholarly experience and professional training of talented men and women of color and persons with disabilities who are underrepresented in leadership positions within higher education by providing mentoring and special support mechanisms.

Langley, who is originally from Georgia, was encouraged to apply for this competitive program by her department chair. She received her bachelor’s degree in psychology at Albany State University and her master’s in special education at Bowie State University in Maryland before deciding to pursue her doctorate at Auburn. Langley said she was honored to be selected as a Holmes Scholar and has already enjoyed some of the benefits of being a member of the program. She attended the week-long summer institute held in Washington, D.C., in 2004 and the national conference in January 2005. She has met congressional leaders, the national and state directors of special education, members of the National Education Association, and the U.S. secretary of education. “Being a Holmes Scholar has been beneficial because of the opportunities to meet so many people, including leaders in the field of special education. I hope to do an internship at the national headquarters for special education or the Institute for Educational Leaders—and I wouldn’t know about any of these opportunities if it wasn’t for Holmes Scholars,” she said. “It’s also great because everyone within the partnership is so supportive and they understand what you are going through, so it’s like we have our own cheerleading squad.”

The Auburn University Holmes Scholars Program includes participants who are dedicated to higher education. Second-year doctoral candidates are invited to apply for competitive selection annually.

Three faculty members have the “write” stuff Drs. Frances Kochan, Judith Lechner and Bonnie White were recognized by AU Libraries and the Auburn University Bookstore as outstanding authors for their recent publications. AU Libraries and the AU Bookstore honored 23 university faculty authors in six colleges and schools across campus for publishing 25 books and monographs. A reception was held in the Special Collections Room of Ralph B. Draughon Library in April 2004.

Kochan, a professor in the Department of Educational Foundations, Leadership and Technology, was recognized for two books—The Organizational and Human Dimensions of Successful Mentoring Programs and Relationships and Global Perspectives on Mentoring: Transforming Contexts, Communities, and Cultures. Lechner, an associate professor in the Department of Educational Foundations, Leadership and Technology, was honored for her book, Allyn & Bacon Anthology of Traditional Literature.

White, interim dean and a distinguished professor in the Department of Curriculum and Teaching, was recognized for two publications as well—DigiTools and The Office; Procedures and Technology, 4th edition.




GL BAL BRIDGES College developing bilingual preschool curriculum in China

Drs. Chris Groccia, educational consultant; Alice Buchanan, associate professor; Janet Taylor, professor emerita; and Mary Rudisill, Humana-Germany-Sherman distinguished professor and acting HHP head, are among the college’s multidisciplinary Global Bridges team.


aculty from Auburn University’s College of Education are developing and introducing an international style of preschool education to a new generation of children in China. Two teams of AU faculty and other experts are es-

tablishing model preschools in China in partnership with Simplex, one of several private corporations sanctioned by the Chinese government to revamp the Communist country’s education sector in its move toward capitalism. One team of education experts from Auburn has developed a curriculum for Chinese children at the first stage of their education, and another team will train teachers in China and help them implement the curriculum. AU faculty and Simplex executives involved in the “Global Bridges” program say they expect the program to expand rapidly from initial use in 2005 in a model preschool serving “First City,” an upperincome residential and business section of Beijing, to Simplex-run schools throughout China. The AU teams are unique both in the challenge they face and their approach to that challenge, said Dr. Renée Middleton, coordinator of the program for the College of Education, where she is


director of research, human resources and outreach. “The Chinese are opening their education system to Western culture as part of the globalization movement, but they don’t want to abandon their own culture, and we did not ask them to do so,” Middleton said. “Instead of simply trying to transplant American teaching philosophy and methods to the Chinese


classroom, our faculty knew they would need to take a different approach. “We wanted to develop a framework that could be adapted to other countries, including our own.” Middleton, an associate professor, said the AU teams developed an international style that draws on strengths of American early childhood education, can be readily adapted to various national and regional cultures, and starts preparing children at an early age for life in a global community. “The teams have developed some things for the curriculum in China that are better than what we are doing in model schools in our own country,” Middleton said, citing the use of cross-cultural and bilingual instruction for children as young as age 3. Dr. Janet Taylor, a professor emerita and leader of the curriculum-development team, said the program’s emphasis on 3- to 5-year-olds was no accident. “Our Chinese colleagues recognized that they needed to start at the beginning of the education cycle if they were going to truly reshape their education system,” she said. Taylor, a widely published author on the ways preschool children learn, said the AU team members and their Chinese colleagues recognized that young children could master a second language by learning it along with their native tongue. “This is the next best thing to being born into a bilingual household,” Taylor said. “Children who start learning another language in preschool will be far ahead of those who have to wait until much later to start, if at all.” The new curriculum integrates English words into lessons in Chinese that draw from local customs and household scenes familiar to even the youngest children. Throughout the next two to three years, the interplay of the languages increases and the lessons expand beyond the household to familiar concepts in the community and beyond. “We are fostering development of the Chinese language along with English,” Taylor said. “The

curriculum develops points of connection between Western and Eastern cultures and between both languages, but the point is to do this as a natural part of learning.” For example, she said, a teacher speaking in Chinese and using the new preschool curriculum could use a children’s book with pictures of local animals in a class, dropping an occasional English word into the lesson. A later lesson could expand the discussion to consider animals in parts of the country outside the local area, adding more English words in the process. Still later, the lesson could extend to animals in other parts of the world, and still more words could be in English. Taylor said U.S. schools could benefit from some of the approaches for preschools in China. “We are very excited about designing a curriculum that provides children with better ways to understand their place in their community, their country and the world,” she said. A second team from Auburn is working with Chinese colleagues to introduce the curriculum to preschools in China. In addition to their own work with Chinese educators, the AU team members will send instructors to China as preschool teachers and mentors to native Chinese teachers, who later will become mentors to new teachers. The American and Chinese teachers will work together, introducing Western teaching methods

to Chinese classrooms and adopting Chinese methods that could work well in the new, international framework. Team leader and assistant professor Dr. Maria Witte said the participating faculty members are developing the international framework from education practices and philosophies that have a solid foundation in the U. S. “We know that the education component is sound, and our members have a lot of experience with it. And we are working with very accomplished teachers in China,” Witte added. The AU teams are developing manuals and supporting materials to help teachers learn and implement the curriculum, learning themes and teaching practices. Those materials can be readily adapted for different cultures, including the U.S., team leaders say. “The exciting part for us is to take the best of our American education system and work with our colleagues in China, who are bringing in some of the best aspects of their own culture to create this international framework,” Witte said. “We expect to have a framework that can be used in this country or anywhere in the world.” Editor’s note: Thanks to Roy Summerford, a 1998 Ed.D. alumnus and editor in AU’s Office of Communications and Marketing, for contributing this story.



�oun� �lumn� Spotlight: Nicole Manry Pourchier ’02


n March 2004, alumna Nicole Manry Pourchier found herself representing the field of teaching on NBC Nightly News. Pourchier has been teaching first grade at Pharr Elementary School in Gwinnett County, Ga., for two years now. She graduated magna cum laude from the Auburn University College of Education with a bachelor’s in elementary education in 2002, and earned her master’s in elementary education in 2003.


“NBC called our county office because it was County School System.” She even attended Pharr putting together a story about job shortages Elementary School when she was in fourth and and how many people are looking to education fifth grade. In fact, it was during those formative as a career because of the need for teachers,” years in elementary school that Pourchier realized Pourchier said. “They spoke with the head of she too wanted to be in front of class. our Human Resources Department and said “I have wanted to teach since I was a child. I was they had chosen Gwinnett because it is such fortunate to have had many wonderful teacha large system and they wanted to interview ers throughout my school experience,” she said. a first-year teacher about the profession. “When I was young, I admired each of my teachers Somehow, I was lucky enough to be selected and dreamed of being just like them one day.” to represent Gwinnett County.” As to what led her to Auburn, she said it was the Pourchier’s love for desire to go to an out-of-state children and dedicaschool that wasn’t too far from “The things I love most tion to the profession home, and “the quaint, Southern about teaching are the probably factored into atmosphere” of the campus rethe selection more minded her of her hometown. interactions I am able to than luck. It is clear “I enjoyed living in the comhave with the children. this humble teacher munity and attending classes. Of course, there is the joy truly enjoys her I was very pleased with the of seeing a struggling job—something she education and preparation I resaid is a must. ceived, so I was eager to stay at student finding success, “It was an honor to Auburn to complete my master’s,” but it is the candid speak of the benefits Pourchier said. moments I remember of our profession,” she Some of Pourchier’s posithe most.” said about her NBC tive experiences as a student interview. “We tried to in the college include all of make it very clear that her methods placements this job is not for everyone—it is and both of her internships, a true calling in life. People who which she completed with choose education just for job seAuburn City Schools. She was curity probably won’t make it very long.” guided by teachers who were “very knowledgeBut those who find inspiration behind able and up-to-date on the latest research and every smile, every question and every answer— teaching strategies.” like Pourchier—have found the ideal job. However, there was one course that really “The things I love most about teaching are stood out and impacted Pourchier, and therefore the interactions I am able to have with the her future students. children. Of course, there is the joy of seeing “Overall, I must say the most beneficial course a struggling student find success, but it is the I took was the Sunbelt Writing Project. It was an candid moments I remember the most,” she enlightening experience and I truly blossomed as said. “Children have no sensors—they always a writer. Because I developed a personal love of speak their minds. They always tell you that writing, I am able to pass that on to my students,” they love you and are always there for an honshe said. est opinion.” One piece of advice she passes on to those preShe then related a story of how one of her paring to enter the teaching profession is “never girls reminded her that her wedding was less than stop learning.” two weeks away and she might want to quit eat“College is only the beginning of your career as ing her M&Ms. The now-married Pourchier said the a life-long learner. You will learn more about the helpful student even offered to scold her every world when you take time to learn with your stutime she picked one up. dents,” Pourchier said. “How hilarious! No one other than a teacher or a “Also, each child is a puzzle and you must conparent could take away these types of memories stantly learn new ways to help them reach their from their jobs,” she said. full potential.” Pourchier was born and raised in Snellville, Ga., and is a “product and employee of the Gwinnett



f there was ever anyone to blame for Jim and Harriett Manley’s support of the College of Education, you’d have to blame Aunt Lucy. Without Lucy Pittman, a young Harriett—a native of Selma, Ala.—may have never realized her calling to be a teacher. She may have never ended up at Auburn, trying to convince Dean Truman Pierce to allow her to take courses so she could earn her Alabama teacher certification. As the story would go, Harriett’s call to Auburn would lead a young Jim Manley, a 1960 AU College of Business graduate, to “take a knee” by a bench in front of Samford Hall in proposing to his future bride. Without Aunt Lucy, that, too, may not have come to pass. Without this “feisty ol’ gal,” as Jim remembers her, the college may have missed making some wonderful and supportive friends—neither of whom, ironically, graduated from the College of Education. The Pittman family demonstrates how central a role education can play in our lives. “I’ll have to say that I was fortunate to have been born into a family that nurtured their daughters the same way they nurtured their sons—and that was through education,” Harriett said, noting that she was the second generation of Pittman women to attend college. Harriett’s grandfather, J.D. Pittman, came into her grandmother’s family knowing the value they placed on women’s education. “Somewhere in that man’s make up, there was a desire for education, and it was instilled in his people,” Jim said. While Harriett credits her family’s heritage of educators for giving her the “teaching genes,” it is her Aunt Lucy that holds a special place in the couple’s heart. In 2001, Harriett and Jim honored her memory by establishing an annual scholarship in her name. The Manleys formally endowed the Lucy B. Pittman Endowed Scholarship in 2004.


Miss Pittman, a 1938 AU general education graduate, taught in the Lineville/Clay County school system for 47 years. She is someone Jim and Harriett remember for getting “gussied up” for the university’s Golden Eagles reunion—and for constantly monitoring the coaching efforts of Pat Dye. The Decatur, Ga., couple are now retired. Harriett, who taught history and preschool special education in the DeKalb County School System for 20 years, and Jim, a retired SunTrust Atlanta banker, have become regulars at College of Education events. The couple are members of the College of Education Dean’s Circle.

Jim, in his fourth year of service on the college’s National Advisory Council, chairs its External Relations Committee. He has also served the College of Business as a member of its Shareholders Club. In Roanoke, Ala., the Manleys maintain the original Pittman residence, which was recently certified as an Alabama Century Farm. Just as the farm commemorates a hundred years of Pittman tradition, Aunt Lucy’s scholarship will yield a legacy of future educators.




JoAnn Jo A n n Granberry Gr a n b e rry Murrell Mu rre l l

he late JoAnn Granberry Murrell was the kind of teacher, wife, mother and person who inspired others to be the best they could be and to work hard for the goals they set for themselves. Murrell, a 1957 graduate, taught home economics in the Florida school system for 30 years. Mrs. Murrell’s family recently established scholarships in each of the college’s five departments in her name and memory. The JoAnn Granberry Murrell Endowment for Scholarships is not only unique because of the woman it honors, but because it is the first scholarship endowment to be available to students in each department annually. “She loved Auburn—this is where we met,” said her husband of 45 years, James Murrell. “She was the kind of person who always liked to do things that were beneficial for others, and our children and I felt establishing these scholarships follow through with JoAnn’s giving nature.” Mrs. Murrell was known in her hometown of Hollywood, Fla., and at South Broward High School—where she spent much of her


career—as “one heckuva a teacher,” according to numerous newspaper articles written about her teaching methods throughout the years. She was quoted many times as saying “stitch and stir home economics is a thing of the past.” In fact, she designed, implemented and coordinated a childcare curriculum that became so popular students had to apply for acceptance into the course. The course, Child Care Services, covered the use of music, art and language in teaching, with an emphasis on storytelling. The second semester was more intensive, with the students receiving hands-on experience by working as teacher aides in local nursery schools and elementary schools before running their own 10-week preschool at the high school.


This program was one of the factors that earned Mrs. Murrell the recognition as Florida’s 1984 Home Economics Teacher of the Year. She also received many other education awards and honors throughout the years. These recognitions, as well as her experiences at Auburn and her master’s degree in home economics from Florida International University, demonstrated her commitment to education. “I liked introducing myself as JoAnn’s husband,” Mr. Murrell said. “ She was well-loved and respected. She impacted so many of her students’ lives, and many kept in touch with her after her retirement in 1993. Many remembered her as their favorite teacher—and she always remembered them by their first names and was proud of their accomplishments. “That’s what establishing these scholarships is really about—our hope that they will help students who want to make a difference in the lives of others like JoAnn did. She demonstrated that your life can be meaningful.”

From left: Ann O’Bryant (‘84, Liberal Arts), Mrs. Murrell’s daughter; James Murrell (‘58, Engineering), Mrs. Murrell’s husband; Rick Murrell, Mrs. Murrell’s son; and Interim Dean Bonnie White.



�uild reputation of colle�e, RSE �ro�ram

College ranked 82nd in nation for 2006

For colleges and universities, being among the ranks of graduate programs highlighted by U.S.News & World Report has become a widely recognized benchmark. For the first time in recent years, Auburn University’s College of Education appears in the publication’s 2006 list of America’s top 100 graduate education programs. Interim Dean Bonnie White attributed the college’s placement as No. 82 to a number of factors. “From an institutional perspective, our conceptual framework plays a central role in preparing competent, committed and reflective professionals,” White said. “This ranking certainly speaks to our long-term efforts of being distinctive in our academic, research and outreach endeavors. “We have also adopted the concept that education is a keystone in building a better future for all,” she continued. “By developing that culture within our college, we make decisions that best benefit our students and the education they receive.” The College of Education was the only Alabama college or university to be ranked in the U.S. News list of top 100 graduate programs. The publication considered graduate programs at 190 colleges

and university across the country in its 2006 rankings. The rankings are derived using a number of assessments made by U.S. News of programs’ student selectivity, faculty resources and research activity. Twelve quality measures in four major categories are evaluated, resulting in a weighted score for each institution: • Quality Assessment, which accounts for 40 percent of a program’s score, is derived from surveys completed by deans of education schools and colleges, and a sampling of school superintendents, in the fall of 2004. These educational administrators ranked each school on a 1-to-5 scale, and each graduate program received a total average survey score. • Student Selectivity represents 18 percent of the total rating. The college’s graduate acceptance rate is considered, as well as the mean verbal and

quantitative Graduate Record Examination (GRE) scores for entering doctoral students. • Faculty Resources include the college’s studentfaculty ratio, faculty holding awards and editorships, the number of doctoral degrees in education granted to 2004 graduates, and percent of the college’s degree-seeking graduate students in doctoral programs. This section accounts for 12 percent of the college’s overall score. • Research Activity evaluates the level at which the college’s faculty is engaged in external research, and accounts for the remaining 30 percent of the college’s score. This section considers the college’s total research expenditures, average expenditures per faculty member, and percent of faculty engaged in research.

Rehabilitation counseling program ranked in U.S. News top 20


ven before the college’s 2006 U.S.News & World Report graduate school ranking, the Department of Rehabilitation and Special Education’s rehabilitation counseling graduate program had already garnered similar recognition by the publication. In its last effort to assess these programs in 2003, U.S. News ranked the program as the 20th best in the country. Rehabilitation counseling programs are ranked every two years as part of U.S. News’ assessment of health-related programs. Dr. Randy McDaniel, program director and Wayne T. Smith distinguished professor, said the rankings are established through surveys completed by all program directors and evaluating each program in the country.

“It’s nice because we are rated by our peers and we have a chance to rate our peers,” McDaniel said. “Our newest ranking moved us up from 27th to 20th out of 90 programs nationwide, which puts us as one of the highest-ranked proMcDaniel grams in the Southeast and the only one ranked in the state.” Dr. Phil Browning, Rehabilitation and Special Education department head and Wayne T. Smith distinguished professor, said such a ranking makes a statement about and can have positive effects

on the department’s research efforts. “This ranking is partly due to the remarkable success the rehabilitation faculty members have had in securing nationally competitive grants,” Browning said. “Within the past six Browning years alone,” he continued, “they have been awarded eight federal grants totaling more than $4.7 million.” U.S. News is scheduled to re-evaluate rehabiliation counseling graduate programs later this year.



National Advisory Council


n 2004, under the direction of its Executive Committee, the National Advisory Council developed a committee structure to better support the efforts and priorities of the College of Education. The Executive Committee is composed of Dr. Byron Nelson ’57, advisory council chair, and committee chairs Dr. Harold Patterson ‘54, Academic Affairs; Dr. Joyce Ringer ’59, Development; James Manley ’60 (College of Business), External Relations; and Dr. Carol Hutcheson ‘69, Marketing. The National Advisory Council is a network of alumni and friends of the college who advance its mission through advocacy to those outside the college and guidance to those working within it. Advisory council members regularly attend the college’s special events and spread its message through their involvement in other Auburn University programs, committees and boards. These volunteers epitomize the college’s mission to build better futures for all through their contributions to the education sector or their respective Dr. John Bitter ‘84 Public relations consultant Montgomery, Ala. Dr. Jane Cahaly’66 Director of Teacher Education, Anderson College Pendleton, S.C.

Dr. Larry Kelley ‘85 Consultant, Larry Kelley Educational Services Auburn, Ala. William “Bill” Langley ‘63 Business owner, Sidewinder, Inc. Columbus, Ga.

Nancy Chancey ‘62 Chairwoman, CHoB Enterprise, Ala.

Emily Leischuck ‘64 Retired, Auburn University Auburn, Ala.

Dr. Bernadette Chapple ‘98 Research director, Center for Leadership and Public Policy, Alabama State University Montgomery, Ala.

James Manley ‘60 Retired banker Decatur, Ga.

Dr. Cynthia Cox ‘77 Principal/Director, Children’s Learning Academy San Diego, Calif. Dr. J. Floyd Hall ‘48 Retired school superintendent Greenville, S.C. Dr. Carol Hutcheson ‘69 Principal, East Columbus Magnet Academy Columbus, Ga. The Hon. Kay Ivey ‘67 Alabama state treasurer Montgomery, Ala. Dr. Terry Jenkins ‘83 Superintendent, Auburn City Schools Auburn, Ala.

Hedy White Manry ‘71 Vice President, IBM Corporation Cornelius, N.C. The Hon. Steve Means ‘69 Mayor, City of Gadsden Gadsden, Ala. Dr. Byron Nelson ‘57 Retired school superintendent Union Grove, Ala. Mary Alice Newell ‘66 Coordinator of clinical experiences, Orlean Bullard Beeson School of Education and Professional Studies, Samford University Birmingham, Ala. Patsy Parker ‘70 Education consultant and retired school counselor Opelika, Ala.


Beth Powell ‘67 Artists’ representative Montgomery, Ala.


Dr. Frances Skinner Reeves ‘71 Retired mental health counselor West Point, Ga. Dr. Joyce Ringer ‘59 Retired, Georgia Advocacy Office Auburn, Ala. Theresa Robertson ‘64 Retired educator Marietta, Ga. Dr. Ron Saunders ‘70 Superintendent, Barrow Co. Schools Winder, Ga. Kathryn Shehane ‘56 Retired educator Douglasville, Ga. Dr. Carlton Smith ‘67 Retired superintendent Vestavia Hills, Ala. Dr. Wayne Teague ‘50 Retired state superintendent Dadeville, Ala. Leslie Woodson ‘80 Trainer/technical writer, EDS Corporation Alabaster, Ala. Catherine Zodrow ‘72 Retired educator Auburn, Ala.

Dr. Harold Patterson ‘54 Retired school superintendent Guntersville, Ala.


fields. These professionals and retired individuals represent private, public and nonprofit businesses and organizations throughout the United States. Committees officially met for the first time during the council’s fall 2004 meeting. During that meeting, committee members discussed and later presented to Interim Dean Bonnie White long-range recommendations in their respective committee areas. Members are appointed following recommendations made to the National Advisory Council Executive Committee and college leadership. Those named to the advisory council are installed for a rotating term of service. The National Advisory Council officially convenes in Auburn twice a year, and works as needed through committees during the remainder of the year.



r. Terry Jenkins, Auburn City Schools superintendent and member of the college’s National Advisory Council, was named Alabama’s 2005 Superintendent of the Year by the School Superintendents of Alabama. In addition to earning his doctorate from Auburn University in 1985, Jenkins holds a master’s and education specialist degree from West Georgia State University; and a bachelor’s degree from David Lipscomb University. Jenkins has served as superintendent of the Auburn City Schools System since 2000. He had retired after a 31-year career in education in Georgia—22 of those years as a superintendent. Prior to coming to Auburn, he served as the CEO of Georgia’s School Superintendent Association for one year. Jenkins’ other educational experience includes five years as a classroom teacher, two years as an elementary principal, and two years as a high school principal. In 1998, he was named Georgia’s Superintendent of the Year. Among his professional service, Jenkins serves as SSA’s president-elect, as well as a current and past committee chair for several of the association’s committees. He is a board member of the Auburn Chamber of Commerce and the Foundation for Auburn’s Continuing Enrichment in Schools, as well as a participant in the 2004-05 Leadership Alabama program.

Byron Nelson ’57


r. Byron Nelson made one of the best decisions of his life when he decided to transfer to Auburn University his junior year of college. It was a decision based on his pursuit of a degree in secondary education. Nelson said he did not have any particular career plans upon high school graduation, but before long he felt the pull toward education. He grew up in Tallassee, Ala., with an “education-oriented” family. His father was a superintendent and his mother was a teacher. At various points in his childhood, two important educators in the history of the AU College of Education also lived across the street—former Dean Truman Pierce and former Associate Dean Bob Saunders. Because these were people a young Nelson admired, education seemed a natural fit. He earned his bachelor’s degree in secondary education in 1957 and was asked by Dean Pierce to stay at Auburn and complete an assistantship while earning a master’s degree, which he received in 1959. After brief service in the U.S. Army, Nelson returned to Alabama, teaching first in Wetumpka and then Montgomery. Before long, he sought the advice of his trusted advisor, Dean Pierce, about pursuing his school administration doctorate. He received a Ford Foundation Fellowship to George Peabody College for Teachers in 1961. He

went to work as director of finance for Richmond City Schools in Virginia in 1963 and received his doctorate from Peabody in 1965. In 1967, he became principal of Edgewood Junior High School in Brevard County, Fla. Then it was back to Richmond, where he served as principal of George Wythe High School before becoming assistant superintendent. In 1971, Nelson found himself moving back to his native Alabama and taking on the exciting challenge of starting a school system and serving as the superintendent in Arab, Ala. Three years later, he became the superintendent of Decatur City Schools— a position he held for 17 years. Then in 1992, he had the opportunity to serve as the superintendent of Homewood City Schools where he stayed until his retirement in 1998. Nelson now operates an education consulting firm, N & P Educational Associates, with long-time friend and fellow National Advisory Council member Dr. Harold Patterson. Both men have served on the college’s advisory council for several years. Nelson said he thoroughly enjoys serving because it allows him to stay connected to relevant issues in the field of education and to what is happening within the college. Nelson became chair of the National Advisory Council in the spring of 2004.

Frances Skinner Reeves ’71


r. Frances Reeves is one of those people who others come to when they need to confide in someone and are searching for wise, heartfelt advice from an objective source— which is why earning three degrees from the AU College of Education in counseling with a specialty in agency counseling was a natural step in her career and life. Reeves earned her bachelor’s in psychology with a double minor in religious education and English from Mercer University in 1947. After graduating from Mercer and returning to her hometown of West Point, Ga., Reeves married and reared four sons. While teaching young adults in Sunday School, she found people continually seeking her advice. She decided to earn her master’s in counseling. She accomplished this goal within a year and decided she still had a lot to learn; so she began pursuing her education specialist degree while working part-time at Alabama Mental Health. She then became the coordinator of Chambers County Alabama Mental Health before working on her doctorate. Reeves’ career eventually lead her to the business world where she and her sister worked in the family business that her father began in Selma in 1932—Skinner Furniture. At one time, Skinner’s consisted of 39 stores in Alabama and Georgia before the business closed in 2000. Reeves did keep

up with a private practice as a marriage and family therapist throughout the years. She said it was an interesting and rewarding time in her life, and many of her clients have kept in touch with her. Not only is Reeves generous with her time, she and her husband, Charles, have continually supported the college and Auburn University. The Reeves are truly an Auburn family and proud to say they each earned degrees from AU, as did Mr. Reeves’ mother and father, three brothers and sister, and many nieces and nephews. They have four grandchildren attending Auburn as well. The Reeves’ established the Charles M. Jr. and Frances Skinner Reeves Endowed Scholarship in 2004 and are members of the college’s Dean Circle. Reeves has served on the National Advisory Council for more than 10 years, as well as serving terms on the Alumni Board and the Human Sciences Board. She was honored as one of 400 outstanding Auburn women graduates when AU celebrated its centennial of enrolling female students. She continues to remain active in her church and community. She serves as president of the West Point Women’s Club; is a board member of Morningstar, a youth treatment center for disadvantaged youths Hawkes Library; and “Our Town,” a group organized to save the old West Point High School building.



Gordon Sherman '57

Lessons �ea�ershi� on

2004 Keystone Leader-in-Residence and Distinguished Alumnus

ordon Sherman is one of a kind. He exemplifies the characteristics

Sherman graduated from the College of Education in 1957 with a degree in science education.

classes for one-on-one discussions about leadership and the importance of education.

of an educator, a businessman, a

After enrolling in the college’s graduate program

“I’m very impressed with the college’s new

community volunteer and a leader.

he was asked by an old family friend to move to

logo, the keystone—being a keystone in educa-

Eclectic, Ala., to fill in for a science teacher that left

tion, strengthening and holding society together.

life and the way he embraces it that the College

mid-year. Sherman obliged and planned on re-

I also believe education, continual learning and

of Education selected Sherman as its 2004 Dis-

turning to Auburn to finish his graduate education

tinguished Alumnus of the Year. The award was

once the school year ended. It was soon after that

presented to him during the 23rd Annual Spring

the Social Security Administration offered him a

Awards Ceremony in April.

job in October 1958. He worked with the SSA until

It is because of his unique outlook on

“Every year the college selects someone who illuminates the values of this college. Gordon Sher-

his retirement in 1999. “What a wonderful day and what a prestigious

man is one of those people. He is distinguished

award. I don’t deserve it, but truly appreciate it

in his own right in terms of his entire career. He

from the bottom of my heart. It is one of the great-

is the epitome of what a leader ought to be,” said

est awards that I have received,” Sherman said.

Dr. Frances Kochan, then interim dean. “He is very

“One thing I have learned throughout my career

humble, very caring and very giving. He gives not

is education is so important. We are all teachers

only of his time and energy, but of his substance.

whether you know it or not, we are always on dis-

He gives to many charities in anonymous ways and

play for our young people.”

never wants recognition because that’s not what

Sherman also served as the college’s second

it’s about in his life. What it’s about in his life is

Keystone Leader-in-Residence in April 2004. As a

contributing, his whole life is an example of some-

Keystone Leader-in-Residence, Sherman present-

body that gives the very best, is the very best and

ed an open lecture sharing his experiences and

we are so proud of the fact that he is a graduate of

thoughts on what it takes to be a successful leader.

our college.”

He met with several undergraduate and graduate



�istin�uished �lumni College of Education

Award Recipients

2003 2002 2001 2000 1999 1998 1997 1996 1995 1994 1992 1991 1990 1989 1988 1987 1985 1984 1983

Joyce Reynolds Ringer Shirley Spears Betty M. DeMent Wayne Teague J. Floyd Hall Ruthie Bolton Earl “Buddy” Weaver Kay Ivey Wayne T. Smith John M. Goff Reita Clanton Marilyn Beck Jeanne Swanner Robertson John H. (Pete) Mosely Gerald Leischuck Ann M. Neely Robert L. Saunders Merle Friesen Wayne Teague

teaching are the bedrock and foundation for our

number one, if you are in a

future. You all have chosen to assume the roles and

public oriented position like

responsibilities of teaching others, helping them

education, you need a staff

grow and develop and learn to be responsible in

serving the children and the

our democratic and global society—that is some-

people that reflects the peo-

thing to be proud of,” Sherman said.

ple you serve; and, number

He came to Auburn right after he graduated

two, you need to listen and

from high school in Randolph County, Ala. He was

hear what they have to say in

enrolled in what was then the College of Science

developing your program,”

and Literature (now the College of Liberal Arts) for

Sherman said.

three years before joining the military and serving

Other “passages of leader-

in the Korean War. Upon his return to Auburn, he

ship” that Sherman shared

enrolled in the College of Education.

included the Golden Rule.

“It was because of what I had learned in the

“It is so important to have

military and the importance of not only knowing

a mission because then you

subject matter, but how to present it so that you

know what it is all about. So if

can make it interesting to others and help them

you treat others as you would

learn,” he said about changing his major.

want to be treated, apply

During his 41 years of service to the Social Secu-

yourself and work hard—and

rity Administration, Sherman said his background

if you realize that you must

in education was very useful when it came to train-

work hard—you will enjoy

ing his staff. He first went to work for the SSA in

it and you will succeed. You

Anniston before being promoted to a position in

must also never stop learn-

the regional office in Atlanta 18 months later. He

ing once you’ve earned your

“Some of the things that guided my philosophy in administering the Social Security program are, number one, if you are in a public kind of position like education, you need a staff serving the children and the people that reflects the people you serve; and, number two, you need to listen and hear what they have to say in developing your program,” Sherman advised. became an administrator for the regional office

degrees. You have to continue to be open-minded

that oversaw Southeastern states. Eight years later,

and believe in continual learning—that is one of

he became the deputy regional commissioner for

the most important ingredients of life,” he said.

eight Southeastern states and was responsible for

Sherman is now a principal of Lamon &

the effective, efficient and economical administra-

Sherman Consulting, LLC, an investment and in-

tion of the Social Security program in those states.

come-replacement consulting firm based in

Sherman was also able to bring about many

Atlanta, Ga. He is a fellow of the National Academy

changes within the organization itself. One he said

of Public Administration, serves as a trustee of the

he is proud of is his efforts to make his office more

Auburn University Foundation Boad and he

diverse and representative of the people he served

is the chairman of the Lenbrook Square

in his district.

Foundation board.

“Some of the things that guided my philosophy in administering the Social Security program are,




Leadership 1. Clarity—80 percent of success comes from being clear on who you are, what you believe in and what you want. 2. Competence—You can’t climb to the next rung on the ladder until you are excellent at what you do; it’s the pursuit of excellence. 3. Constraints—80 percent of all obstacles come from within; find out what is constraining you and deal with it. 4. Concentration—Ability to focus on one thing; you must be single-minded until it is done. 5. Creativity—Flood your life with ideas from many sources; creativity needs to be exercised like a muscle. 6. Courage—Most in demand, least in supply; you must have the willingness to do things you know are right. 7. Continuous Learning—One book a week about your business, your interests, should keep you miles ahead.




�istin�uished Pro�essors

2004 Dr. Mark Fischman



2004 Wayne T. Smith distinguished professor Dr. Fischman, a professor in the Department of Health and Human Performance, is internationally known for his research in the areas of motor learning and motor control. He is interested in testing theoretical models of how people learn skills and control movement. Two areas of research Fischman has focused on throughout his career include the response complexity effect, which involves measuring a person’s reaction time when presented with stimuli, and studying the control of one-hand catching. Another new area of research he is now interested in deals with what is called the “end-state comfort effect.” He said the idea is that, theoretically, people prefer to maximize comfort at the end of a task, such as picking up an object, rather than at the beginning. Fischman earned his bachelor’s degree at the City College of New York; his master’s degree at James Madison University, formerly Madison College, in Harrisonburg, Va.; and his doctorate at Pennsylvania State University. He has been a member of the College of Education faculty since 1989.

Dr. Mary Rudisill

2004 Humana-Germany-Sherman distinguished professor Dr. Rudisill, a professor in the Department of Health and Human Performance, is internationally known for her work with developing physical activity guidelines and best practices for attaining full developmental potential in children ages birth to 5. She served as chair of the Motor Development Academy and helped produce a document that presented these guidelines. Rudisill is committed to community outreach and accomplishes that objective through conducting her research and teaching her classes in naturalistic settings. All of her work focuses on early childhood motor development, encouraging children to be more active while promoting the development of all the body’s systems through physical play. Rudisill said it all boils down to helping the children reach their full potential through movement. Rudisill earned her bachelor’s and master’s degrees from Appalachian State University in Boone, N.C., and her doctorate from Florida State University. She has been on the College of Education faculty since 1996.

College of Education Distinguished Professors Wayne T. Smith Distinguished Professors Dr. Philip Browning, 1999-present Dr. Joseph Buckhalt, 2003-present Dr. Richard Kunkel, 1998-2001 Dr. Terry Ley, 1998-2001 Dr. Randall McDaniel, 2002-present Dr. Gil Reeve, 1998-1999 Dr. Janet Taylor, 2001-2002 Dr. Dennis Wilson, 1998-present

Humana-Germany-Sherman Distinguished Professors Dr. Craig Darch, 1999-present Dr. Bruce Gladden, 1999-present Dr. Bonnie White, 2002-present

Mildred Cheshire Fraley Distinguished Professors Dr. Glennelle Halpin, 2003-present Dr. Marie Kraska, 2003-present



�i��-ste��in’ with

Tyler Benjamin

Tyler Benjamin is successfully marching his way through the College of Education’s music education program and his time as an Auburn student. It was while Benjamin, son of Benny and Judy Benjamin of Manchester, Tenn., was at Camp War Eagle that he decided to audition for the AU band “on a whim.” He had played in the band through both junior high and high school. “I made symphonic band and marching band, and from there it was over,” he said with a laugh. He has been head drum major for two years now. His primary instrument is the euphonium— which he described as a “smaller tuba”—but he also plays a little trombone and tuba. Benjamin, who came to AU as a freshman in 2001, changed his major from microbiology to music education in 2002. His love of music was instrumental in his decision to pursue a different career path.

“What lead me into music education—I know it always sounds cheesy to say, ‘My heart led me into music education’—but that’s really where my passion was. I really enjoy working with the high school-aged students. I like trying to teach them something more than this is right and this is wrong—just be creative,” he said. Benjamin’s creativity has also found an outlet in the thrill and excitement of leading the Auburn University Marching Band, especially since the changes in the pre-game festivities implemented by the band director, Dr. Rick Good, along with his wife, Dr. Jennifer Good, director of the East Alabama Regional Inservice Center housed in the college’s Department of Curriculum and Teaching. “It’s definitely a rush. There are so many emotions, even when I was a marcher. I don’t remember my first pre-game in the band. I remember coming onto the field and then I remember ending, and everything in between was just a flood of emotions. It was crazy. As drum major, it’s a little

bit different because I feel a lot of pressure—you just can’t mess up—but it’s exhilarating. Your heart’s just beating so fast. It’s a fun experience,” he said. This busy senior, planning to graduate in the spring of 2006, manages to find time for all of his responsibilities as head drum major and as a member of the symphonic band. He serves on the equipment and library staff for the band department, keeps up with coursework, activities with church and still has time for fun with his friends— all while maintaining a cumulative 3.89 grade point average.



RETIRED Faculty Ken Easterday Dr. Ken Easterday was offered the chance to teach after serving in the U.S.Army for almost two years. He had earned his bachelor’s degree with a double major in math and chemistry from Indiana University before volunteering for the draft. He began teaching junior and high school mathematics and science in Norwalk, Ohio, in January 1957. It wasn’t long before he returned to Indiana University to work on his master’s degree in math “at the time when the ‘modern math movement’ was at its peak,” he said. He taught at one of the premiere schools in Indiana during the academic year and worked on his degree during the summer. He met his wife, Helen, at a General Electric Fellowship Program and they married soon after. Since she was teaching in the Cleveland, Ohio, area, he moved there to pursue his doctorate of

Terry Ley

Dr. Terry Ley knew at an early age that he wanted to be a teacher. By the time he was a high school student in Cedar Falls, Iowa, he had the subject narrowed down to English. He earned his bachelor’s degree in English from the University of Northern Iowa in 1961. He then began teaching high school English in Cedar Rapids, Iowa. Ley soon earned his master’s degree and his doctorate in English education from the University of Iowa. He continued teaching while earning both of those degrees. By the time he was called by Department Head Al Atkins for a job interview in 1974, he had taught junior and senior high school English for 13 years in Iowa. After talking with his wife Mary, who was a social studies teacher, about the possibility of coming to the Southeast to live and work, Ley agreed to come for the interview. Not long after,


education at Case Western Reserve University. His degree was a combination of administration, educational foundations and psychology. He then went to teach at New York State University as an associate professor of mathematics and education. He was there for a year before Dean Truman Pierce contacted him in 1964 and asked him to come to Auburn for an interview. “Initially, I didn’t want to come to Auburn, but I came to interview and it was readily apparent that this was a very fertile area to work in math education,” Easterday said. “Math education was just beginning to come along and there was a lot of opportunity here. I enjoyed the people with whom I worked and we had good students. Some of them came from Princeton, Stanford and California Tech and this region.” Easterday not only taught mathematics education in the Department of Curriculum and Teaching, but also statistics, educational

psychology and curriculum in the Department of Educational Foundations, Leadership and Technology. He retired in 1998 after teaching at Auburn for 34 years. He and his wife have owned and operated Easterday Antiques in downtown Opelika, since 1987. Previously they owned House of Ellenwood Antiques in Columbus, Ga. Mrs. Easterday’s parents were collectors of American antiques; so she came by her love of antiques naturally. The Easterdays have established a solid reputation in the world of antique dealing, which means they often ship pieces around the country. Besides staying busy with the day-to-day business of running a shop, Easterday occupies his time restoring antiques, gold leafing, woodworking and gardening. He also finds himself on campus at the Ralph Brown Draughon library researching antiques on a regular basis.

Dean Truman Pierce told Atkins to make an offer and Ley and his wife moved to Auburn. During his tenure at Auburn, Ley served as a reading and English education professor, graduate program officer, and assistant department head of Curriculum and Teaching. He coordinated both the department’s undergraduate and graduate programs in English education and the Developmental Studies Program. He also served as a member of the Alabama Reading Initiative Committee from 1996-98. He became a Wayne T. Smith distinguished professor in 1998 and officially retired in May 2001. “I’m enjoying retirement very much,” he said. “It’s like the summer vacations I remember before teaching summer school, dissertations and the mentality of publish or perish.” He and his wife have not been idle since his retirement and have taken the opportunity to do some traveling, including trips to Italy, Belgium and Holland. He has also kept himself busy on the home-front through several volunteer capacities and organizations. He helps first-, second- and fifth-graders at Wrights Mill Road Elementary School in Auburn with reading. He is also actively involved with the college’s Retired Faculty Club. He is on the steer-

ing committee and he volunteered to write and edit the first newsletter, which was published in the fall of 2004. “I want to stay connected both with colleagues and programs that are important to me. I’m interested in knowing how things are going,” he said. “I dedicated 25 years of my life to this enterprise and I’ve always been terribly loyal to whatever organization of which I’ve been a part.”


The Gerald ’64 and Emily ’64



he Gerald and Emily Leischuck Teaching Awards are presented annually to two faculty members in the College of Education who have demonstrated outstanding teaching efforts in their classrooms. Nominated by their colleagues and students, outstanding undergraduate and graduate faculty members are selected by the college’s awards committee to receive this honor. The 2004 Gerald and Emily Leischuck Outstanding Graduate Teaching Award was presented to Dr. Jill Salisbury-Glennon, an associate professor. The 2004 Gerald and Emily Leischuck Outstanding Undergraduate Teaching Award was presented to Dr. Ivan Watts, who is also an associate professor. Both teach in the Department of Educational Foundations, Leadership and Technology. “I must admit that I was truly humbled, honored, pleasantly surprised and a little shocked that I was chosen as the recipient of this award—particularly when I think of the many talented, deserving graduate faculty in our college,” SalisburyGlennon said. “For many of us who work in the field of education, we are driven by our passion as we put our hearts and souls into our teaching everyday. In a field where so much of what we do

goes unnoticed, this award affirms that what we do truly does make a difference.” The Leischuck Teaching Awards not only recognize the positive influence educators can have on


their students, they also acknowledge the positive experience teachers often gain from working with students. The awards serve as a way for faculty members to reflect on what qualities make an educator “outstanding” as well. “What I love most about teaching is the interaction with the students. Henry Giroux says that ‘interaction creates knowledge.’ I enjoy assisting students to think and act outside-of-the-box, and raise their social consciousness,” Watts said. “One of the most important qualities that makes an outstanding teacher is the ability to know and understand your subject matter. An outstanding teacher is constantly reading materials that will challenge his or her students, thus, raising the bar for their students. An outstanding teacher is also patient and is a good listener. Outstanding teachers never stop learning.” The Leischuck Teaching Awards were established in 2000 by Dr. and Mrs. Gerald Leischuck, who are both Auburn University College of Education graduates and retired university administrators. Mrs. Leischuck currently serves the college as a member of its National Advisiory Council.


Gerald and Emily Leischuck Teaching Award Recipients U NDERGRADUATE A WARD


Dr. Maria Witte

Dr. Margaret Ross

Dr. Pamela Boyd

Dr. William Baird

Dr. James Witte

Dr. Cynthia Reed


Educational Foundations, Leadership and Technology 2002 Curriculum and Teaching 2001 Educational Foundations, Leadership and Technology


Educational Foundations, Leadership and Technology 2002

Curriculum and Teaching 2001 Educational Foundations, Leadership and Technology

Education, athletics benefit from alumni gift

John Moulton


joint $500,000 gift to Auburn by alumni John and Betty Moulton of Albany, Ga., will support the efforts of both the College of Education and student athletic scholarships.

Half of this gift established the Coach E. Russell and Clara Ellen Yarbrough Moulton Fund for Excellence for Faculty Enhancement in Education. This fund for excellence will provide College of Education faculty with resources needed for their academic, outreach and research efforts in meeting college priorities. The remaining $250,000 established the Moulton Family Endowment for Student Athletes in Athletics. Mr. Moulton’s parents—both of whom graduated from the College of Education with a general education degree in the 1920s—are the namesake for the college’s fund for excellence. E. Russell Moulton came to Auburn on a football scholarship and played under the leadership of Coach Mike Donahue. After he graduated in 1924, he stayed at Auburn and served as assistant football coach and head baseball coach until 1931. The family then moved to North Georgia where Coach Moulton was a baseball coach and school

superintendent. Clara Ellen Yarbrough Moulton was a home economics teacher. “Auburn’s always been such a special place. My roots run deep as you can imagine. My parents met at Auburn, I met my wife at Auburn and our son met his wife at Auburn,” Mr. Moulton said. “My mother and father both graduated from the College of Education at Auburn University as did my wife. We had wanted to do something special in their honor for some time and we were finally in a position to do so. “As a kid growing up I used to hear that the joy was in the giving and I said, ‘Uh-uh, I can’t wait until Christmas. The joy is in the receiving.’ But believe me the joy is in the giving,” he said. “It really does warm your heart and it’s just a good feeling.” The Moulton family proudly has four generations of Auburn University graduates and current students. Among those include John, a 1949 textile engineering graduate, and Betty, a 1950 general education graduate.





John Dagley, associate professor Counselor Education, Counseling Psychology and School Psychology

Dr. John Dagley joined the college’s faculty in 2003 as the director of training for the Counseling Psychology program, which is accredited by the American Psychological Association. He credits the group of faculty he works with in successfully running the doctorate program and the caliber of students they have the “luxury” of working with while they earn their doctorate. Dagley said it is during this time that professors have the chance to be with the students when they are considering big issues, not only in their lives, but how they are going to affect the lives of others. His passion for teaching his students how to better understand human beings and how to be effective without giving “cheap advice” is evident in his belief that psychology and education both look at the strengths of people when looking for ways to help them. Dagley, who has 40 years experience in higher education, has also jumped into his role as a team player and faculty member in the department by agreeing to serve as acting department head while Dr. Holly Stadler completes her American Council on Education fellowship during the 2004-2005 academic year. Dagley is no stranger to administrative positions. Before joining the AU faculty, he served as the department head of the University of Georgia’s Department of Counseling and Human Development Services.

Holly Stadler, professor and department head Counselor Education, Counseling Psychology and School Psychology

Dr. Holly Stadler was named an American Council on Education Fellow for 2004-2005. For this academic year, ACE selected 35 fellows who were nominated by the presidents and chancellors of their institutions. Stadler is now fulfilling her intensive fellowship at the University System of Maryland in Adelphi, Md., where she is working with Chancellor William Kirwan—among other USM leaders in academic affairs, administration and finance—examining the ways in which policy becomes practice within a large university system. The system office coordinates the planning and budgeting for 11 state institutions of higher education in Maryland. Stadler has participated in meetings dealing with the USM budget, academic planning, financial aid, and efficiency and effectiveness. Other interesting activities for Stadler include working with a higher


education, community college, K-12 libraries steering committee to leverage software procurement for the state; learning how to systematically identify peer institutions to compare resources, funding and performance; helping develop the USM policy on distance education; and developing the professional science master’s degree with the support of a Sloan Foundation grant. Upon her return to Auburn, Stadler will prepare a report on best practices in state coordination of higher education and systems of higher education.

Edna Brabham, associate professor Curriculum and Teaching

During the past year, Dr. Edna Brabham has helped establish a partnership between a Department of Defense school in Belgium and Auburn University. In January 2004 she traveled to Washington, D.C., where she met with teachers from the Supreme Headquarters Allied Powers Europe American Elementary School during a National Education Association conference. Initially, the primary goal of the partnership was to place AU College of Education students with mentor teachers on the SHAPE faculty for professional development during the internship experience. Brabham was asked to serve as the supervising professor for the first intern who went to Belgium, also in January 2004. While there, Brabham met with teachers and administrators to discuss the issues they wanted addressed in school-based professional development. The partnership became reciprocal when college faculty agreed to provide professional development opportunities for SHAPE faculty based on their School Improvement Plan. Reading comprehension was one area the faculty targeted for improvement. With assistance from Shannon Henderson, a doctoral student in reading education, Brabham provided workshops on research-based practices for teaching reading comprehension strategies during SHAPE’s school-wide professional development activities and conducted orientation sessions for mentor teachers and three AU students who completed their internship at SHAPE during the fall semester. As the partnership has developed, it has expanded to include Brussels American School as well as SHAPE, and several other college faculty members have traveled to Belgium to host professional development workshops for DOD teachers and work with additional interns and their mentors through spring semester 2005.


Marilyn Strutchens, associate professor Curriculum and Teaching

Dr. Marilyn Strutchens has spent much of her career examining factors that affect students’ mathematics achievement, focusing primarily on African-American students. As a member of the National Council of Teachers of Mathematics Core Writing Group for the interpretation of the Fifth, Sixth, Seventh, and Eighth National Assessment of Educational Progress Mathematics Assessments, she co-authored chapters for monographs that focused on race/ethnicity, gender, geometry and measurement, and number and operations. Moreover, she is studying the effects of a program that uses multicultural literature as a context for mathematical problem solving with parents and their children learning together in a variety of school settings. This work has been both challenging and engaging because of the myriad of barriers and obstacles that exist in terms of parental involvement in many schools. She is a co-principal investigator and co-director for TEAM-Math (Transforming East Alabama Mathematics), an NSF-funded K-12 Mathematics and Science Partnership grant including 12 school districts, Auburn University, Tuskegee University and members of the business community. The goal of the partnership is to improve mathematics education within the schools and universities.

Judith Lechner, associate professor Educational Foundations, Leadership and Technology

Dr. Judith Lechner was able to combine her life-long passion for reading and her professional work into a collection of international folk tales, fables, myths and legends, published in 2004 as Allyn & Bacon Anthology of Traditional Literature. Lechner has retained the stories’ cultural contexts through introductions to each story as a means of bringing those cultures closer to various audiences. The thoroughly researched anthology serves as a resource for children’s literature professors and their students, K-12 teachers, and librarians, as well as for parents, by making stories from around the world accessible in one collection. Lechner said this six-year undertaking was a “family affair” with her husband and their two sons contributing to such details as organizing permissions, editing and making the introductions—written by Lechner—enjoyable to read. Lechner’s primary teaching areas are children’s literature/media at both the undergraduate and graduate levels, and reference materials and services for school library/media specialists. Her main areas of research include global and multicultural children’s literature, illustration in children’s books, biographies and science literature for children, and folktales as a genre in children’s literature. She also reviews children’s books for professional journals.

Paris Strom, assistant professor Educational Foundations, Leadership and Technology

Dr. Paris Strom and his father, Dr. Robert Strom, a professor at Arizona State University, have turned years of informal discussion into a cutting-edge article published in The Educational Forum in the summer of 2004. The article’s title Entitlement: The Coming Debate on Higher Education, sums up the topic. The article addresses the national issues of increasing tuition costs, changing demographics and the fact that post-high school education and training are necessary for American citizens to be productive, contributing members of society. Strom said the general population should be concerned about these issues because of the interdependent nature of our society. For example, the article states as a growing number of American citizens become older and depend on Social Security and Medicare, those programs “cannot be financially sustained unless the younger people have the education they need to perform well in a globally competitive workplace.” Strom said college and vocational training must be viewed as needs not privileges, therefore making higher education an entitlement with specific conditions. “The American concept of equal educational opportunity is jeopardized unless post-secondary tuition costs are underwritten by society,” they wrote. When their argument for entitlement is analyzed, Strom said it meets the needs of both democrats and republicans. The full article can be viewed at under “Theories.”

Peter Hastie, associate professor Health and Human Performance

Since 2003, Dr. Peter Hastie has published three textbooks in the fields of physical education and sport education. The first book, Teaching for Lifetime Physical Activity through Quality High School Physical Education, is very different from every other textbook that has been published because it is more contemporary and more controversial. Hastie said the book “basically says what we’ve been trying to do to date doesn’t work and here is the reason why—we’ve disconnected from the students that are in schools.” This book has chapters such as “Youth Culture,” describing the world of 2004 high school students. Within that context, the book addresses how physical activity fits into their world and other key issues such as block scheduling, technology and examining the multi-politics of schools. The second textbook, Complete Guide to Sport Education, was published in 2004. Hastie co-wrote this book with Daryl Siedentop, who designed the original sport education model in 1994. Since then, Hastie said he has done the most research on that particular curriculum model and found many new techniques and issues that needed to be addressed. This textbook also includes a CD-ROM, prepared by Hans van der Mars, that has supporting materials for

the book. The most recent textbook, Teaching Elementary Physical Education: Strategies for the Classroom

Teacher, was published in January 2005. Hastie said this book was specifically designed for elementary education classroom teachers and is the first of its kind. It addresses everything from what is appropriate for outside and inside teaching to dealing with equipment, to discipline and management issues to lesson plans.

Mark Fischman, Wayne T. Smith distinguished professor Health and Human Performance

Dr. Mark Fischman has been an active member of his professional organization, the North American Society for the Psychology of Sport and Physical Activity, since 1980 when he was a doctoral student. Since that time he has benefited from meeting key people in his field to having the opportunity to present his research to colleagues and receive helpful feedback. Fischman now serves NASPSPA as past president— a term he will complete in September 2005. He served as its 2003-2004 president, and was president-elect during the previous year. As past president, Fischman’s main responsibility is coordinating the organization’s annual conference that is held in June. This year’s conference will have a program focusing on motor development, motor learning and control, and sport and exercise psychology. As president, he was responsible for conducting two executive meetings a year; recruiting leadership; solicting nominations for awards such as the Distinguished Scholar Award; ensuring other officers and committees were on task; and writing a message for three newsletters. Fischman said helping to nominate and have selected two of the organization’s long-term members as distinguished scholars—including its first female honoree—is one of the major highlights of his term as NASPSPA president.

Caroline Dunn, associate professor Rehabilitation and Special Education

Dr. Caroline Dunn’s professional expertise is with secondary students and young adults with disabilities. She is the founder and director of an innovative master’s degree program in secondary special education, which is the only program of its kind in Alabama. Since its inception, she has supported the program through three nationally competitive grants from the U.S. Department of Education. Her research is closely tied to this teacher training program in that it focuses on the kinds of secondary programming and transition services necessary to promote positive outcomes of these young people with disabilities. Some of her published studies pertain to a follow-up of former special education students from rural and urban school systems, predictors of their post-high school employment, and most recently, variables affecting their decisions to drop out of school. Coupled with her programmatic research, she has published six chapters on the topic and co-authored a book entitled, Transition from School to Young Adulthood: Basic Concepts and Recommended Practices.

Karen Rabren, assistant professor Rehabilitation and Special Education

Dr. Karen Rabren has devoted her career to students with disabilities and their transition from high school to both work and community life. Previously, she administered Alabama’s statewide transition program; whereas now, as associate professor, she is engaged in researching the field. In addition to her two model demonstration projects funded by the U.S. Department of Education, she directs Alabama’s Student Tracking System. This program, which serves the state Department of Special Education, provides public schools with a measure of program evaluation and accountability. Last year, follow-along data was obtained on more than 2,600 current and former secondary students representing 298 of Alabama’s high schools. This project is implemented through the Auburn Transition Leadership Institute, for which she is associate director. Recently, Rabren presented her research in Oxford, England, at an international forum for promoting human advancement and understanding through education. Her manuscript, Youth with Disabilities in Transition: Strategies for Positive Change in their Social Conditions, was selected as a chapter for a forthcoming book.

I believe that this is a practical world and that I can count only on what I earn. Therefore, I believe in work, hard work. I believe in education, which gives me the knowledge to work wisely and trains my mind and my hands to work skillfully. And because Auburn men and women believe in these things, I believe in Auburn and love it.

Excerpts from The Auburn Creed, written by George Petrie



�inners are…

And the

Bannon recognized with annual SGA faculty award


r. Susan Bannon, associate professor of library and media technology, was recognized among the college’s faculty with the Student Government Association’s Outstanding Faculty Member Award in the spring of 2004. This annual award is presented to one faculty

member from each of the university’s schools and colleges. The College of Education Student Council nominated Bannon based on her achievement of the award’s criteria. Outstanding faculty members honored by SGA have the demonstrated respect of their peers and students, excellent teaching abilities, concern expressed toward their students, involvement in their assignments and availability to their students. In addition to her teaching responsibilities, Bannon is director of the college’s Learning Resources Center. She holds bachelor’s and master’s degrees from Auburn University, and a doctorate from Louisiana State University. Bannon is the coordinator of the School Library/Media Technology Program in the Department of Educational Foundations, Leadership and Technology.

23rd annual College of Education Spring Awards April 19, 2004 Outstanding Undergraduate Students Curriculum & Teaching, Whitney Adams Educational Foundations, Leadership & Technology, Jonathan Dismuke Health & Human Performance, Nancy Derrick Rehabilitation & Special Education, Nikkie Smith

Outstanding Graduate Students Counseling & Counseling Psychology, Monica Hunter Curriculum & Teaching, Janet Womack Educational Foundations, Leadership & Technology, So Juan Nicole Crenshaw Health & Human Performance, Lloyd Wade Rehabilitation & Special Education, Tockie V. Smith Outstanding Faculty Awards Research, Dr. Ronald C. Eaves, Rehabilitation & Special Education Outreach, Dr. Andrew Weaver, Curriculum & Teaching Gerald & Emily Leischuck Outstanding Teaching Award Undergraduate, Dr. Ivan Watts, Educational Foundations, Leadership & Technology Graduate, Dr. Jill Salisbury-Glennon, Educational Foundations, Leadership & Technology Outstanding Staff Member Administrative/Professional, Michael DeMent, Learning Resources Center Office Administration, Cathy Wright, Curriculum & Teaching

CWE program builds rapport between faculty, incoming students Many educators say that, while accolades and honors by peers and colleagues are humbling, those from students can be the most inspiring. Camp War Eagle’s Faculty Honoree program has provided that type of student-based recognition for many among the college’s faculty. “One thing the Faculty Honoree program does is give the students a voice to recognize teachers who have truly been outstanding,” said Mark Armstrong, coordinator of AU’s Freshman Year Experience program. “In reality, being a faculty honoree doesn’t help anyone get tenure or a promotion, but we like to think that at the very least, it lets that faculty member know that he or she is having a positive impact on the students.” While the program is designed to introduce faculty to incoming students, Armstrong is familiar with many College of Education faculty members, having earned his master’s degree in higher education administration from the college in 1995. Camp War Eagle, a program of AU’s Freshman Year Experience, is designed to orient


Boyd, 2004

Grandjean, 2003

Buchanan, 2002

Newkirk, 1995

Auburn’s incoming freshmen. As part of each three-day summer session, camp counselors—undergraduates representing disciplines throughout Auburn—select a faculty honoree.

To be eligible for the Camp War Eagle distinction, faculty members must be full-time, permanent members of Auburn’s faculty, and have taught at the university for at least one year. Honorees participate in the session for which they were nominated, thereby acquainting new students with faculty and allowing parents to ask questions. Armstrong said this interaction is helpful in “demystifying” the faculty to incoming students. “The program is designed for students to see who faculty members really are, and that benefits both the students and the faculty,” Armstrong said. “The students get to interact with the faculty member on a personal level, knocking down some of those stereotypes. The faculty members get the opportunity to make a great first impression for all other faculty members, and to experience some of the energy that freshmen have.”

Past College of Education CWE Faculty Honorees: 2004, Dr. Pam Boyd, associate professor, Curriculum and Teaching 2003, Dr. Peter Grandjean, associate professor, Health and Human Performance 2002, Dr. Alice Buchanan, associate professor, Health and Human Performance 1996, Dr. Jane Moore, professor emerita, Curriculum and Teaching 1995, Ms. Sandra Newkirk, assistant professor, Health and Human Performance 1995, Dr. Richard Graves, professor emeritus, Curriculum and Teaching



Counselor Education Program cutting-edge with use of

Cobia reviews electronic portfolios conveniently in her office


he Department of Counselor Education, Counseling Psychology and School Psychology continues to excel in offering cutting-edge preparation of its students. One way this commitment to excellence is demonstrated has been through the implementation of the Comprehensive Evaluation System used for both the master’s and doctoral programs in counselor education. The Comprehensive Evaluation System ensures students have mastered certain competencies and demonstrated the abilities specified by faculty members. The central component to the evaluation system is the electronic portfolio using a Webbased format, which contains documentation and evidence of student accomplishments. Creation and use of portfolios in the counselor education master’s and doctoral programs took years of review and collaboration among the department and college’s faculty members. “We started working on the doctoral curriculum in 1996 in preparation for the fall 2000 semester transition. At the same time we were undergoing standards revision from our national accrediting body. The convergence of these situations led to a comprehensive, holistic review that had been needed for some time,” said Dr. Debra Cobia, professor. “In addition to curricular offerings, we needed to make sure we were providing our students with opportunities to make professional presentations to us, help them with research and writing, encourage and support them in taking on leadership roles. The introduction of the portfolio

into our evaluation system helped us become more systematic in the ways these opportunities were offered.” The master’s program was also under review and revision during the transition from quarters to semesters in 2000, said Dr. Jamie Carney, professor. Master’s and doctoral candidates enrolled in fall 2001 were the first to create portfolios. These students were the first cohort to complete a threeyear cycle in the program while using a portfolio to demonstrate their knowledge, skills and reflections of personal and professional growth. “We have felt that evaluating and working with the students and their portfolios was a positive growth experience for both the students and the faculty, and we did see it as a good progression of the students’ development,” said Dr. Suhyun Suh, assistant professor. The e-portfolios are reviewed annually by the faculty at the end of the first, second and third year of both the master’s and doctoral program. “The students do get timely feedback on what they need to focus on—their strengths and weaknesses—and the areas they need to develop to achieve the competencies,” said Dr. Renée Middleton, associate professor. “And because the portfolios are developed electronically, there is an emphasis on technology that helps prepare our students for incorporating technology into their jobs.” Both master’s- and doctoral-level portfolios specify expected student outcomes and competencies that are related to the curriculum in each

degree program and the types of occupational roles students will occupy upon graduation. The master’s-level portfolio is organized around the knowledge, skills, behaviors and attitude necessary to become effective practitioners of counseling. The doctoral-level portfolio is organized around the expected outcomes for students who will work as faculty members teaching, conducting research, supervising students, and participating in leadership positions that advance the professions of counseling and counselor education. “The student outcomes drive the structure. We focus on the master’s students becoming practitioners and the doctoral students becoming counselor educators,” Cobia said. “The doctoral students have a lot of freedom in developing their portfolios and they have more components. Their thinking should be more complex and that should be seen in their reflections.” Just as the portfolios give students the opportunity to reflect on both personal and professional growth, reviewing the portfolios provides faculty members with the opportunity to reflect on their own performance as well. “We wanted to integrate the evaluation process more, not only to help and monitor students’ progress, but to help us monitor and maintain accountability for the quality of the content in our programs,” Middleton said. “We are one of the few counselor education programs in the country that has developed this kind of evaluation system and are using it.” Moving away from a comprehensive exam to the portfolio has proven to be a worthwhile transition, even though it is more time consuming and requires a great deal of commitment from both faculty and students, Carney said. “It is fun to watch the students when they present the portfolios. We can see their sense of competence. They can stand up and talk about how they have grown and developed,” Cobia said. “They really have ownership and are able to present the portfolio in confident and professional terms.” Cobia, Carney, Suh and Middleton all agree that creating the Comprehensive Evaluation System and the electronic portfolios gives the college’s counselor education program a mark of distinction because the quality of the program and its graduates are evident. “Developing these portfolios for the counselor education programs fits within the mission and conceptual framework of the college in preparing competent, committed and reflective professionals,” Suh said. “It attracts future students because when they ask about the strength of the program, we can confidently say they will be highly qualified at the end.”





hen East Alabama students returned to school in August 2004, they found their mathematics classes to be a little different. And Strutchens Martin for math teachers in these same schools, teaching math involved some changes as well. The TEAM-Math program, a $9 million effort funded by the National Science Foundation, is offering a new approach to teaching mathematics for elementary and secondary teachers. TEAMMath—short for Transforming East Alabama Mathematics—strives to help students better understand and appreciate mathematics. The five-year funded research effort includes 12 school districts in partnership with AU’s College of Education and College of Sciences and Mathematics, as well as Tuskegee University. These school districts are located in Alabama’s Chambers, Elmore, Lee, Macon, Russell and Tallapoosa counties. The program is directed by Dr. Gary Martin and Dr. Marilyn Strutchens in the college’s Department of Curriculum and Teaching. Martin cited TEAM-Math as addressing a chronic problem in our society. “Students in our state, and East Alabama in particular, are performing among the lowest levels in our nation,” he said. “To be competitive, we must ensure that all students in our region are well prepared mathematically.” Nearly 400 teachers from 25 East Alabama schools attended TEAMMath’s 10-day Summer Institute in June 2004. During the Institute, teachers became mathematics students themselves as they explored a variety of mathematics concepts. For example, teachers used wooden geometric shapes, such as triangles, squares and hexagons to understand fractions—some of the very tools they would be using to teach their students. And the lights were out in some of the sessions for high school teachers, as they used flashlights to create shadows to explore similarity and other concepts. “One thing we [talked] about [was] how learning math concepts on a higher level can help children in all disciplines,” said Amy Hopkins, a


first-grade teacher at Oliver Elementary School in Seale. “We are learning about activities we can incorporate in our classroom to expand higher order thinking skills and to challenge our students.” TEAM-Math focuses on teaching strategies that foster students’ critical thinking skills through solving a variety of problems. When students are challenged to solve “real-world” problems to which they can relate, students better retain these math skills and can better approach similar problems in the future. Becky Scarborough, a teacher in Auburn’s Wrights Mill Road Elementary School, found this hands-on approach helpful to students. “The students learn more during their free discovery time,” she said. “Trial and error is one of the most beneficial ways for them to learn.” Structchens agrees that the hands-on approach is one of the best ways to teach students. “This type of hands-on, analytical thinking is engaging our students and showing them ways


to use mathematics in everyday problem solving,” Strutchens said. “This approach also provides a foundation for learning and using the basic facts, since they are integral to solving many problems.” Throughout the year, teachers have attended quarterly follow-up meetings, where they continued to build their knowledge and examine the content they will be teaching in the next quarter. TEAM-Math is also working with districts to develop a focused and aligned curriculum, and to improve the preparation of new teachers at the universities. Furthermore, TEAM-Math sponsors a multicultural literature program, a series of sessions in which parents and students explore mathematics together through reading children’s literature and solving related mathematics problems. This provides both children and parents new insights into mathematics, and gives parents a better understanding of TEAM-Math. Teachers from the first group of schools will return for an additional week of training this summer. A new group of 23 schools will also begin their involvement in the program with a two-week institute this summer.

D E P A R T M E N T O F E D U C A T I O N A L F O U N D A T I O N S , L E A D E R S H I P A N D TE C H N O L O G Y

Leadership for Alabama Youth


rs. Gerald and Glennelle Halpin are internationally known for their ability to research and evaluate programs that have the ultimate goal of improving the lives of children and young adults. This husband-and-wife research team was selected from a competitive national search conducted by Alabama Gov. Bob Riley and staff of the Department of Economic and Community Affairs to serve as project evaluators “We do this kind for the Alabama State Incenof research and tive Project. The purpose of this federalevaluation for ly funded, $9 million project is the children and to set a new course of action for the children to improve substance abuse of the future so prevention efforts statewide that their lives through the coordination of federal and state resources. and the world in The initiative targets comwhich they live munities, children, families, can be better.” schools and workplaces with the goal of delivering stateof-the-art, effective prevention services across the state of Alabama. “This grant was funded by the U.S. Department of Health and Human Services through the governor’s office with about $3 million being distributed annually for three years,” said Glennelle, a Mildred Cheshire Fraley distinguished professor in the Department of Educational Foundations, Leadership and Technology. “Gerald and I were chosen as the project evaluators in February 2004, so we have been working with the team for a year and are involved in some very innovative initiatives.” The team includes Gov. Riley and representatives from the various state agencies that comprise the Cooperative Agreement Advisory Committee. “The goal here is to have collaboration and coordination among various agencies like the Alabama State Department of Education, the State Department of Mental Health, the State Department of Public Health—a number of organizations that have been interested in prevention,” Glennelle said. “And by prevention, we mean substance abuse prevention focusing broadly on marijuana, tobacco, alcohol and other drugs. The preven-

tion education programs target youth and young adults ages 12 through 25.” The Halpins are no strangers to researching prevention education efforts. For the past seven years, they have been evaluating a federally funded abstinence education program. “In this particular effort, it’s an abstinence-only federally sponsored program, which of course does relate back to substance abuse because one of the guiding principles is to help the young people understand that drug and alcohol use is very likely to make them more vulnerable to sexual advances,” said Gerald, also a professor in the Department of Educational Foundations, Leadership and Technology. Gerald was instrumental in developing a drug survey that was administered across the state and provided invaluable feedback about drug use among Alabama’s youth. The couple have also developed an AIDS prevention curriculum that includes student and teacher manuals and supporting materials for fifth and sixth grades, which upon evaluation has proven to be effective, Glennelle said. The Halpins serve as program evaluators on most of the projects with which they work or have worked throughout the years. Often using complex evaluation designs, they are able to provide research-based recommendations to stakeholders, including key policymakers. For the Alabama State Incentive Project, the Halpins are evaluat-

ing substance abuse prevention programs across the state and making recommendations based on their scientific findings about effectiveness to the state and federal government. “We will also share this information through national and international research publications and presentations,” Gerald said. “These results should have a widespread impact.” But the Halpins make their motivation for researching and improving prevention education programs vividly clear. “We do this kind of research and evaluation for the children and for the children of the future so that their lives and the world in which they live can be better,” Glennelle said.




“Taking our mission beyond our community” “In the curriculum, we make comparisons between Eastern and Western cultures. We wanted to see if the teachers at Auburn Day Care Centers thought the curriculum was feasible.” Dr. Mary Rudisill

Rudisill (left) with Ethel White, director of Auburn Day Care Centers.


rs. Mary Rudisill and Alice Buchanan strengthened an existing local partnership while preparing for a partnership that reaches across the world to China. The pair received an outreach grant in 2004 from the AU Office of the Vice President for Outreach. Writing the grant alongside the collegewide Global Bridges preschool curriculum offered a number of advantages. “We knew there were some things that had to be tested before we could implement the curriculum in China,” said Rudisill, a distinguished professor and acting department head. “We included Auburn Day Care Centers because they have been such great partners in the past, and they had just taken a blow with reduction of state funding.” Auburn Day Care Centers Inc., a United Way agency, is a comprehensive child-development program where children learn and have fun in a safe environment while their parents work or attend school. There are three centers that make up Auburn Day Care Centers: Boykin Center serves infants, toddlers and after-schoolers; Ridgecrest Center, two-and-a-half to 3-years-old; Moton Center, children 3- to 5-years-old. Rudisill began working with Auburn Day Care Centers in 2000 through her motor skills development classes. She saw this as a perfect opportunity to receive feedback about the Global Bridges curriculum from a daycare provider. “In the curriculum, we make comparisons between Eastern and Western cultures. We wanted to see if the teachers at Auburn Day Care Centers thought the curriculum was feasible,” Rudisill said. “We needed them and they needed us, so the grant was very successful and helpful to all of us.”


The grant provided subsidies on a sliding scale in the United States and other countries. We didn’t for the summer months and provided the daycare want this to be something that is only for the elite teachers with a stipend for the times Rudisill and of society, but a good, solid curriculum that goes Buchanan met with them to discuss the curricubeyond serving the children in China. We have allum and work on teaching strategies. ready seen it serving the children in our own com“One of the things the teachers really liked was munity at Auburn Day Care Centers.” the emphasis on the children having a voice. In the Global Bridges wellness chapter, for example, if the child doesn’t want to take a nap, give them other choices such as reading a book quietly,” said Buchanan, an associate professor. “Likewise if a child doesn’t want a snack at a certain time, allow them to have it when they are hungry. “We have a lot of those kinds of ideas embedded in the curriculum—things that deal with autonomy, learning how to behave and learning how to resolve conflict with other children,” Left to right, Alice Dowdell, Mary Rudisill, Brenda Buchanon and Alice Buchanan she said. Both Rudisill and Buchanan stressed that one of Rudisill and Buchanan see this effort as one not the most innovative aspects of the Global Bridges rooted just in the university’s backyard. preschool curriculum is how inclusive the writing “We really feel like we are taking our mission team’s curriculum guide is. beyond our community, state, nation and world,” “It incorporates everything from wellness to Rudisill said. movement arts. The world of early childhood understands that movement is the way young children learn,” Rudisill said. “We see this as being an international curriculum that can be implemented



BUILDING is the key to center’s future


he lack of a permanent facility is not keeping the Auburn University Autism Center from proceeding with its mission. AUAC was conceived with the vision of providing much-needed services to children with autism, their families, schools and other agencies, as a way of optimizing the potential of individuals with autism. Autism is a brain disorder that affects a person’s ability to communicate, reason and interact with others. Conservative estimates indicate autism affects one in every 250 children in the U.S. Alabama has seen an 11-year increase of 1,840 percent in the incidence of autism among those 6 through 21. The center’s vision currently translates into three main components: classroom-based programs for children, training for parents and professionals, and outreach consultation. Since the center began serving children with autism spectrum disorder in 2003, the center’s model early childhood program—Leaps and Bounds—has operated from two classrooms in Auburn’s Yarborough Elementary School. These two rooms serve as the teaching, training and administrative hub for the center’s personnel, which now number seven staff and at least 12 graduate and undergraduate students. Leaps and Bounds serves 3-through 5-year old children during the regular school year. Here, children with autism learn alongside their typical peers. The program features an integrated model including empiriAUAC partners: cally based strategies to enhance Alabama Council for Developmental Disabilities independence, Alabama Council of functional outAssociation Executives comes and identiAlabama State Dept. of Education fied pivotal skills. Auburn Autism Support Group “What makes the Auburn City Schools program unique is Auburn University our individualized Autism Society of Alabama approach,” said Dr. U.S. Dept. of Education, Caroline Gomez, Office of Special Education AUAC co-director. Saks Foundation “Instead of fitting our children to a pre-existing curriculum, we tailor our curriculum to meet the individual needs of each child.” During the summer, AUAC provides an expanded summer clinic for children with ASD. This clinic allows parents and professionals to see, in practice, the components of an appropriate educational program for children from pre-school through adolescence. In 2005, a series of monthly two-day training sessions throughout Alabama began meeting the increasing demand for weeklong professional/parent training sessions. These week-long sessions have been held concurrently with the summer clinic for the past three years.

Through support from the Alabama Department of Education, individuals, and other public and private sources, the center recently expanded its staff to include a full-time teacher, Julie Whittaker, and two outreach consultants, Brooke Dilworth and Dianna Tullier—all graduates of the RSE master’s program. Outreach services will be provided through on-site visits in schools and homes throughout Alabama. These teaching, training and outreach efforts provide a valuable professional opportunity for students. With the prevalence of autism rising faster than the number of graduates being trained to address those needs, Auburn students are in high demand. Dr. Robert Simpson, AUAC codirector, noted that students receive employment offers after nearly every one of their job interviews. “The practical experience gained by Auburn students in the Autism Center is phenomenal and contributes significantly to the great demand for graduates of our training program,” Simpson said. The Department of Rehabilitation and Special Education’s master’s degree in autism and behavior disorders is working to address those professional demands. It is the only program specializing in autism in Alabama and, under Simpson’s supervision, it has a goal of graduating 10 master’s- level students per academic year. Students in the program receive financial support through a U.S. Department of Education grant. The potential for a permanent home for the autism program is a goal that guides each decision Simpson and Gomez make. “We have families who have relocated to Auburn with only the promise of being placed on our waiting list,” Gomez said. “That was not our intention, and with our current facility, that waiting list continues to grow while openings in our program remain limited.” In 2004, AUAC staff welcomed more than 200 visitors, provided more than 1,600 e-mail consultations and about 1,280 telephone consultations. Gomez noted that, with average consultations lasting 22 minutes, the center offered nearly 470 hours in telephone consultations alone. Both Gomez and Simpson acknowledge the



support of many who have provided resources to help realize the center’s mission. They anticipate the availability of a permanent facility, which will allow AUAC staff to increase classroom capacity, create a lending library, and offer comprehensive diagnostic evaluations and more extensive services to children with ASD and their families. “When we combine resources to improve health and educational opportunities, we can truly expand the life-long possibilities for children coping with the challenges of autism,” Simpson said.



Research, Human Resources �u�reach Office of


Furthering our outreach mission The Office of Research, Human Resources and Outreach continues the support of the faculty’s outreach efforts through annual competitive grants. Dr. Renée Middleton, director of research, human resources and outreach, said the applications for these grants are reviewed by a peer panel and selected based on identified need, expected outcomes and influence on a diverse population. For the 2004-2005 academic year, six grants were funded with each receiving an average grant of $2,000. “This was a great year for the grants and we were able to fund a good cross-section of the departments within the college as well as a variety of different types of outreach projects,” she said. “These projects demonstrate that the college is connected to communities in Alabama and the region.”

The following projects were funded: • SENCES Training Network, directed by Suzanne Tew-Washburn and Dawn Browning from the Department of Rehabilitation and Special Education; • The Pilot Instrument Testing for Attitudes Affecting Preschool Children’s Social Competence, directed by Dr. Robin Sobansky from the Department of Counselor Education, Counseling Psychology and School Psychology, and Dr. Maria Witte from the Department of Educational Foundations, Leadership and Technology; • Perfecting our Partnership through Net working with Cluster Internship Partners, directed by Dr. Pam Boyd and doctoral student Michael Bush from the Department of Curriculum and Teaching;

Professional Education �ervices

• Longitudinal Investigation of Fayette County Gender-based Single-sex Education, directed by Drs. James Kaminsky, Sean Forbes and Betsy Ross from the Department of Educational Foundations, Leadership and Technology; • The Impact of Service Learning in Local Schools: Community Partners Speak Out, directed by Dr. Alice Buchanan from the Department of Health and Human Performance; • Improving the Quality of Physical Education in Russian Schools through the Implementation of Sport Education, directed by Dr. Peter Hastie and Oleg Sinelnikov from the Department of Health and Human Performance.

Office of

Ensuring graduates are competent, committed and reflective professionals The Office of Professional Education Services continues to coordinate the college’s effort to maintain its accreditation through the National Council for Accreditation of Teacher Education. NCATE is the teaching profession’s mechanism to help establish and maintain high quality preparation programs for teachers, specialists and administrators. NCATE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation as a professional accrediting body for teacher preparation. “NCATE was established in 1955 and the college first received accreditation under the leadership of Dean Truman Pierce in 1957. After that initial accreditation, we have been re-accredited every five years following a visit from NCATE,” Associate Dean Bob Rowsey said. Under Rowsey’s direction, the college has developed a dynamic conceptual framework that


defines the mission of the college and emphasizes the preparation of competent, committed and reflective professionals. The conceptual framework is an evolving document that will continually state the college’s guiding principles that enable it to meet NCATE’s standards. The last NCATE visit occured in 2001, and because of changes in the college’s administration, the next visit has been extended to the spring of 2007. The accreditation process the college is now undergoing meets new standards established by NCATE in 2000, Rowsey said. “NCATE is looking much more at outcome-based performance where candidates have to demonstrate during their practica and internship experiences whether they will be successful,” he said. “The assessment system looks at three components of candidates’ performance: knowledge, skills and dispositions.” In response to these three components, the college developed 15 candidate proficiencies that include the candidate’s ability to present content


in clear, meaningful and compelling ways; to promote a positive learning climate; to use technology when appropriate; and to demonstrate a commitment to diversity. “The value of being accredited by NCATE is our students graduate from a teacher-preparation program that they know will be recognized as topnotch by other states,” Rowsey said.

Truman Pierce Institute

Empowering administrators, teachers and student leaders



The Instructional Improvement Institute (I3)—created in 2004 and administered through the college’s Truman Pierce Institute—is an Appalachian Regional Commission-funded program. It strives to provide on-going, job-embedded and cost-effective professional development for administrators, teacher leaders and student leaders in four rural Alabama schools systems. Fayette, Hale, Macon and Tallapoosa counties form this initiative to develop leadership skills and create a unified group of potential educational leaders from within the districts, said Dr. Marshall Winters, I3 project director. I3 efforts in the four counties include monthly professional development sessions with principals

and central office administrators. These sessions focus on instructional improvement, problem solving, effective communication and action planning. Similar monthly sessions with assistant principals and identified teacher leaders focus on team building, improving instructional practices and communicating a shared vision for excellence. Grant teams were also formed in each school, giving participants the chance to learn effective grant-writing strategies. The I3 student leadership component is among its unique aspects since it brings traditional and non-traditional student leaders together. Nontraditional student leaders include students who are low academic performers, exhibit discipline problems influencing others, or have other at-risk behaviors. These student leaders will serve on the principal’s advisory team in their schools and district-wide advisory councils. “Often an unintentionally underrepresented stakeholder in the school improvement process is the student. Students are keenly aware of their educational needs and have excellent suggestions that administrators and teachers have embraced. This has been the most exciting part to me,” Winters said.

In July 2004, about 60 selected fifth through 12th grade students from the four counties attended a Summer Leadership Academy, which helped develop their leadership, communication, collaboration and problem-solving skills. “We worked with a phenomenal group of young people who then went back to their schools and worked with advisory councils and the student body,” said Dr. Cynthia Reed, director of the Truman Pierce Institute. “The student leaders act as a liaison between the student body and administrators, ensuring that the student voice is represented in the decision making process.” Reed and Winters presented a paper entitled Changing the Face(s) of Education: Involving Students in Professional Development, which outlined their work, at the University Council for Educational Administration’s annual conference in November 2004. “One of the things we are finding is the students, teachers and administrators are generally on the same page. They may not completely agree with certain decisions, but when there have been opportunities for input and dialogue, they understand these decisions. It helps when they all feel they have had a say in the process,” Reed said.

Learning Resources Center

Preparing tomorrow’s professionals with today’s technology “Technology” and “change” have become synonymous in today’s information age. For the college’s faculty, staff and students, the Learning Resources Center is responsible for managing that change and responding to the college’s instructional technology needs. A college-wide information technology audit— the first conducted by AU’s Department of Internal Auditing—evaluated the college’s computing practices and needs. The audit and the current state instructional technology standards spurred personnel and infrastructure initiatives regarding the college’s instructional technology resources. “Information gathered from our recent audit and our continuing efforts to integrate state instructional technology standards into the curriculum are helping change our delivery of IT,” said Dr. Susan Bannon, LRC director. “The infrastructure–hardware and software–must be planned to meet curriculum needs.” AU graduates Brian Phillip and Asim Ali joined the LRC staff as information technology specialists to support the IT needs of the college. Phillip ’98 (mass communications) coordinates the center’s distance education facility and will integrate new trends and resources into the delivery of distance

education. Ali ’04 (software engineering) enhances the LRC’s ability to assist computer users through desktop and network support and training using an individualized customer service approach. Bannon noted the LRC remains committed to providing the latest in computing and software resources to enhance learning and curricula delivery. This academic year marked the continued trend in mobile computing classrooms. Mobile computing carts with wireless-enabled laptops, using both Windows and Macintosh platforms, offer flexibility to faculty and students, as well as cost savings for the college. “The expansion of our wireless classrooms facilitates problem-based interaction between Seval Gomez, media resources associate, joined the LRC our faculty and students,” Bannon said. “By staff in 2004, along with Phillip (left) and Ali (right). leveraging our already-existing wireless techstaff focusing service, resources and training opnologies, we avoid expensive single-classroom portunities on user applications and support. infrastructure, which includes equipment, wiring “Teaching our students to the ‘real world’ with and security.” technological expectations, we can truly prepare As more students become personally equipped tomorrow’s teachers to be competent with intewith portable computing devices—laptops, PDAs grating technology into the curriculum.” and the like—Bannon looks forward to the LRC



Development The college expanded its development unit during the past year to include two directors of development and a development coordinator. In July 2004, Becca Grace and Josh Hawkins were named the college’s co-directors of development. Grace, who graduated from Auburn in 2001 with a bachelor’s in marketing, worked for 18 months as the college’s development coordinator. Prior to this, Grace worked in the advertising department for The State Newspaper in Columbia, S.C. Before joining the college’s development team, Hawkins was an alumni relations and annual giving assistant for Western Kentucky University. While working toward his bachelor’s degree in social studies and history education at WKU, he supervised other students in the university’s phone-a-thon efforts. In October, Kimberly Trotter filled the development coordinator position. Trotter, who graduated from Auburn in 2004 with a bachelor’s degree in public relations, worked for the Auburn Annual Fund as a student caller.




The college’s development efforts seek to secure private funding for programs within the college and develop strong relationships among alumni and friends. For more information regarding giving opportunities, please contact the development staff by e-mailing or calling 334.844.5793.

External Relations During the past year, the Office of External Relations has focused on a theme of “building a better future for all” through its events and publications. Quarterly postcards with this theme keep alumni and friends informed of the college’s noteworthy activities. The first of these postcards highlighted the college’s academic accomplishments. In April 2004, the college hired Michael Tullier, APR as its director of external relations. Tullier has more than 10 years of nonprofit and higher education PR experience, including three years with AU’s Samuel Ginn College of Engineering. He holds a bachelor’s in mass communications from LSU and master’s in public administration from Auburn. He is Accredited in Public Relations (APR) and was honored as the 2004 Philip R. Forrest Jr. Practitioner of the Year by the Public Relations Council of Alabama. Katie Crew continues to serve the college as its editor and writer, a position she has held since October 2002. In this capacity, she is editor of the Keystone magazine and coordinator of the college’s Web site. She is responsible for the college’s media writing and relations, as well as a majority of the writing for the Keystone magazine. Crew and Tullier collaborate with Learning Resources Center graphic designer Mike DeMent on the design and layout of the magazine and other printed college materials. The Office of External Relations staff may be reached by e-mailing or calling 334.844.1324.







Key Contributors h

The Auburn University College of Education expresses its gratitude to the many alumni, friends and organizations who are key contributors to the college and its mission. This support helps the college in building better futures for all through its academic, research and outreach initiatives. This list of contributors recognizes gifts made to the College of Education from August 1, 2003 through September 30, 2004. Corporations and Organizations recognizing gifts from these entities at all levels Arch Chemicals Inc. Arthur J. Gallagher Foundation Arthur M. Blank Family Foundation Auburn University Registrar’s Office Autism Society of Alabama BellSouth Boeing Company Cargill Matching Gifts Program Caring Foundation Caroline Lawson Ivey Memorial Foundation Inc Charles I. Fraley Trust Chuck’s Bar B Que No. 2 Claudia’s Florist Inc. Clorox Company Foundation The Community Foundation of the Texas Hill Country The Conerly Companies Delta Airlines Foundation El Paso Corporate Foundation Erosion Control & Environmental Supply Inc. Exxon Mobil Foundation F. Allen & Louise K. Turner Foundation Group Management Harsco Corporation Fund IBM Matching Grants Program James A. Johnson, P.C. Julia & Albert Smith Foundation Kelley Planning and Educational Services Law Office of Lynn G. Gullick Main Street Animal Hospital Merrill Lynch & Co. Foundation Inc. Metropolitan Life Foundation Minnesota Mining & Manufacturing Foundation Inc. Murphy Oil Corporation Norma D. Hanley & Thomas R. Hanley Foundation The Northrop Grumman Foundation Pioneer Hi Bred International Inc. Poage Office Products Inc. Prudential Foundation Science Applications Int’l Corp. Sheppard Foundation Southeast Wood Treating Ltd. State Farm Companies Foundation Steve Means Campaign Fund

Pillars of Trust recognizing donors who have given a minimum of $1,000 Dr. Susan Hall Bannon Dr. John Bitter Mr. & Mrs. R. Bryant Mrs. Nancy Tilden Campbell Mrs. Laura Haley Creel Mr. Grant Davis Jr. Mrs. Cindy Wilson Diehl Mr. Henry Pearce Draughon Mrs. Connie Bomar Forester Mrs. Betty Thrower Freeman Mr. Jeffrey Hager Mrs. Kay E. Ivey Dr. Larry Howard Kelley Mrs. Martha McQueen Kennedy Dr. Frances Kochan Mr. William D. Langley Dr. & Mrs. Gerald S. Leischuck Mrs. Elaine B. Lester Mr. James A. Manley Jr. Mrs. Hedy White Manry Mr. Pearson C. Matthews Mr. Daniel Perry Meigs III Mr. Allen Meisler Dr. Jane Barton Moore Mr. & Mrs. John L. Moulton Dr. Byron B. Nelson Jr. Dr. Harold Patterson Sr. Mrs. Cindy Marie Prien Dr. John Franklyn Pritchett Mr. & Dr. Charles Monroe Reeves Mr. & Dr. Kenneth Wayne Ringer Mr. & Mrs. Richard J. Robertson Mr. & Mrs. Raymond T. Roser Dr. Dorcas S. Saunders Dr. Kelly Dickinson Schuck Ms. Kathryn Milner Shehane Mrs. Marcia Loftin Sheppard Mr. & Mrs. Albert James Smith Mr. & Mrs. Jerry Franklin Smith Mrs. Joy Love Tomasso Mr. John Gordon Trawick Dr. Louise Kreher Turner

Pillars of Loyalty recognizing donors who have given $500 to $999 Mr. Donald Edward Arnett Mr. Maxwell Bruner Jr. CMSgt. Robert W. Bryan Mr. & Ms. William Carey Mr. Patrick Cooper Cash Dr. Debra Cecilia Cobia Mr. & Mrs. Norman E. Coffman Mr. H Joe Denney Mr. Mark D. Erb Mrs. Josephine B. Ferretti Mrs. Elizabeth Fleming Ms. Leigh A. Forman Dr. Thomas R. Gann Jr. Dr. & Dr. Gerald Halpin Mrs. Dottie W. Hankins Dr. Virginia Hayes Dr. Bessie Mae Holloway Mrs. Lisa V. Hourigan Mr. M. Jason Hurst Mrs. Peggy Kling Iber Mr. & Mrs. C. Christopher Joseph Mrs. Mary Mills Jurmain Ms. Kate Kiefer Dr. & Mrs. Donald B. Lambert Mrs. Becky S. Lewis Mr. & Mrs. William Linne Ms. Luellen Nagle Mrs. Karen Stapp O’Brien Mrs. Charlotte Williams Overstreet Mrs. Marjorie H. Parmer Mrs. Mary Miller Peery Mrs. Gail Roberts Pellett Mr. Joseph C. Piazza Mr. & Mrs. David Scott Poole Dr. Robert Ronald Saunders Mrs. Martha Vest Scarbrough Ms. Amelia Leigh Senkbeil Dr. Richard T. Scott Jr. Mrs. Julie Huey Spano Dr. Holly A. Stadler Mr. & Mrs. Robert N. Stephenson Mrs. Toni Thompson Turpen Mrs. Rhonda Burks Van Zandt

Dr. Leon Hartwell Allen Jr. Mr. Michael Duane Anderson Mrs. Katherine Dixon Anglin Ms. Mary Ann Pugh Arant Dr. Richard Crump Armstrong Col. & Mrs. John Knox Arnold Mrs. Anne Marie G. Asbill Dr. & Dr. James Serenous Austin Mrs. Carol Dent Auten Ms. Laurie E. Averrett Mrs. Linda Garrett Awbrey Dr. Richard B. Backus Mrs. Cindy Stough Bailey Mr. Kenneth Paul Bailey Mr. Fred E. Baker Mr. & Mrs. Barry Dale Ballard Mr. Frank Barbaree Dr. Diane Ledbetter Barlow Mrs. Mary Sample Barlow Mrs. Beth Thomas Barnett Mrs. Sylvia Scherl Barrow Ms. E. Brook Bates Mrs. Wendy Wickwire Beam Mr. Timothy Mack Beasley Ms. Janis Mills Beavin Mrs. Miriam Rhyne Beck Mrs. Jean W. Benefield Mr. Leon W. Benefield Jr. Ms. Marian Collins Bentley Mrs. Jane Moody Bergman Mrs. Patricia J. Bethel Dr. & Mrs. D. Wayne Bickham Mrs. Sally P. Bolling Mrs. Joan H. Bomar Ms. Linda Louise Bomke Mrs. Marjorie S. Boozer Ms. M. Diane Boss Mr. Robert Louis Bottsford Mr. William D. Boyd II Mrs. Camilla H. Bracewell Ms. Sara Nettles Bradley Dr. Carol Campbell Bradshaw Lt. Col. Samuel R. Brannon* Ms. Rita Ann Brantley Mrs. Peggy Branyon

Southern Company SunTrust Bank Atlanta Foundation Time Warner Inc. Triangle Securities United Way of Lee County Inc. Unum Provident Corporation USAA Community Affairs D-3-E Wachovia Foundation Educational Matching Program Weldon Plant Farm Acct Williams Family Charitable Foundation Xerox Foundation

Mrs. Carol Cherry Varner Mr. Charles B. Vickery* Mr. & Mrs. Larry Vinson Dr. & Dr. Andrew M. Weaver Mr. Andrew Stephen Weaver Mr. Harry R. Wilkinson Mr. Robert J. Williams Dr. Dennis Wilson Mr. Philip Baker Young

Mrs. Susan Carr Wadsworth Mr. & Mrs. Roscoe Mayxell Williams Ms. Jane Kerr Williamson Mrs. Edna Hulme Willis Mr. Mark Terrance Wilton

Mrs. Rebecca Gatewood Bray Mrs. Patricia H. Brazelton Mrs. Ann Marie Breeding Mrs. Carol Breeding Mrs. Janice L. Brinson Mr. James Wesley Brooks Mrs. Judilyn Brooks Mrs. Doris Holmes Brown Mr. Leonard Roland Brown Mrs. Kathryn W. Bugg Dr. Martha S. Buhler

Pillars of Hope recognizing donors who have given $100 to $499 Mr. & Mrs. C. Maitland Adams Dr. Gwendolyn J. Adams Mrs. Leon H. Allen Sr.

* Deceased



Mrs. Lucy E. Bumpers Mrs. Jo Ann Hill Burkhalter Mrs. Pamela S. Burnell Mrs. Leigh Lawrence Burnett Mr. James T. Burns Mrs. Judy Hester Bush Ms. Marcia Frances Bush Dr. Stephen Lee Butler Dr. Sara Weed Buttram Dr. Jane S. Cahaly Mr. Kermit Caldwell Mrs. Mona Murray Callahan Mrs. Donna McClung Camp Ms. Elizabeth Amelia Capps Mrs. Linda Mason Carleton Mrs. Donna McArthur Carmon Mrs. Patricia W. Carr Mrs. Beth Wilson Carter Mrs. Deborah H. Carter Mrs. Marsha B. Castleberry Dr. & Mrs. Paul Lewis Cates Mrs. Debra Nathan Caudill Mrs. Gerrie Maria Chambliss Mrs. Nancy C. Chancey Dr. Russell L. Chandler Dr. Elizabeth S. Cheshire Mrs. Katherine Cunningham Childree Mrs. Tanya D. Christensen Mrs. Mary Morris Clackler Mrs. Julia Parker Clark Ms. Laura Leigh Coakley Mr. Dwight Lonnie Cobb Dr. Daniel Joseph Codespoti Mrs. Cathy Busby Coe Mrs. Janet Coggins Mr. & Mrs. Buford C. Cole Mrs. Margaret Haughery Cole Dr. Claudette T. Coleman Mr. Edwin Paul Collier Jr. Dr. & Mrs. Eldridge R. Collins Jr. Mr. Mitt Seymour Conerly Jr. Mrs. Mary Q. Conner Mr. James O. Conway Mrs. Janice Jones Cook Dr. Milton Olin Cook Mr. & Mrs. William H. Cook Maj. & Mrs. William Wayne Corless Mrs. Lettie Green Cornwell Ms. Marian Cotney Dr. Cynthia Ann Cox Mr. Randle Clifton Cox Mrs. Barbara B. Crabbe Mrs. Shirley Tuggle Crafton Dr. Franklin R. Croker Mrs. Jill T. Crow Capt. Jonathan Jay Crowder Mrs. Ruth Poor Crozier Mr. & Mrs. Steven Byron Cutchin Dr. John Carl Dagley Mrs. Beatrice D. Dallas Mr. Joseph Franklin Daniel Dr. Elizabeth Otto Daniell Mrs. Annette McGuire Davis Mrs. Jo Teal Davis Ms. Olivia Davis Dr. Homer Alphonso Day Mrs. Marjorie S. Day


Dr. Robert W. Day Mr. & Mrs. Jimmy K. Deas Mrs. Brenda Glenn Dee Mrs. Ann Harris De Hart Mr. & Mrs. S. Eugene Dekich Ms. Lorraine de la Croix Mrs. Laverne Annette Dignam Mrs. Priscilla Gilmer Dixon Mrs. Suzette Lauber Doepke Mrs. Ruby Long Dorland Mrs. Molly Story Dorman Ms. Kathryn R. Driscoll Mrs. Luci Howard Driscoll Mr. John Morgan Druary Mr. & Mrs. Michael Howard Dugan Dr. David M. Dunaway Dr. Marla Hooper Dunham Mr. Darell Payton Dunn Mrs. Janet Canipe Durant Mr. & Mrs. Thomas Fuller Dyas Jr. Mr. & Mrs. William G. Dyas Mrs. Ann Kirkland Dykes Lt. Col. & Mrs. Charles William Eastman Dr. Ronald D. Eastwood Mrs. Jacqueline C. Eckell Mrs. Jayne Webster Edge Mr. and Mrs. Ray Edwards Mrs. Barbara Ham Eilers Mr. Calvin H. Emmert Mr. & Mrs. Bill Erd Mrs. Angela H. Erlandson Ms. Kimberley P. Evans Mrs. Jodie Brantley Faith Mrs. Jennifer Smith Farley Mrs. Rebecca L. Farris Mrs. Helen Nickerson Feagin Mrs. Martha M. Featherston Mrs. Mary Phillips Feeney Mrs. Susan M. Fell Ms. Ann Marie Ferretti Mr. Melvin Eugene Fetner Mr. Lawrence E. Fischer Jr. Mrs. Diane J. Fitzgerald Mrs. Julia C. Floyd Capt. Marvin F. Forrester Mrs. Joanna Johnston Foster Mr. Wayne M. Fowler Mr. Rex Frederick Mr. & Mrs. Edwin S. Fuller Mrs. Judi B. Gaiser Mr. Coby DeWayne Gannaway Mrs. Rebecca K. Garner Mr. Ronald L. Garrett Mr. Phillip L. Garrison Dr. Bobby J. Gilliam Mrs. Renee Susce Giordano Mrs. Carolyn Gnann Mr. Robert W. Gnann Mrs. Sara Stephens Godwin Dr. John M. Goff Mr. & Mrs. Michael Golden Mrs. Irita Tew Goodman Mrs. Barbara D. Gosser Mrs. Doris Jones Graves Mrs. Constance Jordan Green Mr. Donald Edwin Green Dr. Harris R. Green


Mrs. Anna Holmes Greene Mrs. Sue W. Gresham Dr. Kathryn Uzzell Griffin Ms. Carole S. Griffith Mrs. Mary Ann H. Griffith Mrs. Mary Chambers Gross Mrs. Sylvia Ballow Gullatt Mrs. Lynn Galloway Gullick Ms. Debra Jean Gunter Mrs. Anita Darden Gurley Mr. & Mrs. Boyce E. Guthrie Dr. & Mrs. Larry Dewain Guthrie Mrs. Shelia Hudgins Guthrie Mrs. Candis Hamilton Hacker Dr. J. Floyd Hall Mr. Thomas Lynn Hall Mr. Lynwood Hector Hamilton Mr. Richard Robert Hamilton Mr. & Mrs. David Timothy Hanes Mr. William R. Hanson Mrs. Jennifer Sims Hardison Lt. Col. Edgar F. Harlin Jr. Mr. Jonathan David Harper Mr. Terry W. Harper Mrs. Anne Gattis Harrison Mrs. Jeanne Wynne Harrison Mrs. Brenda J. Hartshorn Ms. Christen Elise Hathaway Dr. Deborah Dominey Hatton Mrs. Mary Hunt Hayes Mrs. Cynthia H. Haygood Ms. Reba Carol Haynes Mrs. Sue R. Hearn Ms. Ann Wynell Helms Mrs. Kathryn G. Henderson Mr. Lewis Michael Henderson Dr. Mary Catherine Henderson Mr. & Mrs. Raymond E. Henderson Mr. Dale F. Hendrix Dr. Elbert C. Henson Mr. Kenneth Dewey Herring Mr. & Mrs. Charles E. Herron Karen Uthlaut Herron Mrs. Barbara Reed Hester Mrs. Carolyn Kerr Hickerson Mrs. Elizabeth Powe Hickman Mrs. Paula Cheek Hicks Mr. Eric Allan Higgins Mr. Roger Alan Hildebrandt Mr. & Mrs. Donald Ellis Hill Mrs. Laura Finlay Gilmore Hill Mrs. Linda Turner Hinson Dr. Nathan L. Hodges Mr. & Mrs. William Carter Hodgson Ms. Cathy Harvill Hoefert Mrs. Justine M Hoeflin Ms. Leah D. Hoffman Mrs. Nancy Pritchett Hood Mrs. Michal Hearn Hopson Mr. William Patrick Horton Mrs. Vicki Evans Hough Rev. William B. Howell Mrs. Charlotte Zana Hubbard Mrs. Susan Spratlin Hudson Mrs. Ann C. Hughes Mr. & Mrs. George W. Huguley Mrs. Betty T. Humphrey

Ms. Charlotte C. Humphrey Dr. & Dr. James W. Hutcheson Mr. Stephen Jackman Mrs. Lynley Gholston Jackson Mrs. Karen B. Jaquith Dr. James Terry Jenkins Mrs. Pamela Holderby Jenkins Mr. James H. Jernegan Mr. & Mrs. Richard Douglas Jesup Mrs. Barbara Jones Johns Col. & Mrs. David S. Johnson Mrs. Jane McFarland Johnson Dr. Paul Edwin Johnson Mr. J Marvin Johnston Mrs. Susan Johnston Mr. Carlton Richard Jones Ms. Doris Jeanne Jones Mr. Edward O. Jones III Mr. David J. Jordan Mrs. Linda Hall Jordan Mrs. Deborah B. Jurgensen Mr. Waldo Williams Keister Mrs. Mary Jane Kelley Dr. Betty Harrison Kennedy Mrs. Virginia N. Kennedy Mrs. Erwin D. Key Mrs. Jane Allison Kight Dr. Debra Craig King Dr. Maxwell Clark King Dr. Jeanette H. Kirby* Mrs. Catherine P. Kirkpatrick Mrs. Doris Mewha Klemm Dr. Jane G. Knight Mrs. Betsy Burnett Knoblock Dr. Wilbur Miller & Dr. Marie Kraska Mrs. Kathy Twinem Krausse Mrs. Judy Clark Kyser Mr. & Mrs. Elmer Burns Lammon Mrs. Pamela A. Land Mrs. Harriet J. Landrum Mrs. Judith Stokes Lang* Lt. Col. & Mrs. Edward G. Latham Mrs. Gail Cartledge Laye Mr. Sam F. Ledbetter Jr. Dr. Aleada Lee-Tarver Mrs. Carol Thompson Lewis Ms. Renee Denise Lloyd Mr. & Mrs. James Alton Lockett Mrs. Lucia Alston Logan Mrs. Frances Kuzmicki Lokey Col. William R. Long Jr. Mr. James Albert Lovell Mrs. Sharon R. Lovell Mrs. Alicia Sumbry Lyles Mrs. Jeanne Hall Lynch Mr. & Mrs. Jeffrey MacDonald Mrs. Margaret M Malone Mrs. Jane Morrow Mann Mr. John Ervin Marcinowski Mrs. Vicki Morgan Marley Ms. Sarah Frances Mason Mr. & Mrs. Frank Estes Massey Mrs. Lynda Prather Massey Mrs. Carolyn G. Mathews Dr. Josetta B. Matthews Mrs. Linda Kay P. McCartney Dr. William T. McCown III

Mr. Gary D. McCrory Mrs. Lynn Zell McDaniel Mrs. Lisa Fritz McDonough Mrs. Lisa Dobson McEwen Ms. Allison Sivells McGoffin Mr. Larry Wayne McGriff Mrs. Nancy Eich McGuire Mrs. Terri A. McLemore Mrs. Carol S. McLeod Mrs. L. Anne McMahan Mr. and Mrs. James D. McMillan Mr. & Mrs. W Warren McPhillips Mr. Glenn Sidney Meadows* Mr. Steve Means Mrs. Carolyn Hunter Meeks Mrs. Marilyn Frank Meredith Mrs. Carol Haslam Merrill Mrs. Linda Thomas Messervy Mr. Chipley Shaun Miller Mr. Christopher B. Miller Mrs. Eugenia R. Milstead Mr. Joseph Marvin Mims Mrs. Nikki DeNan Mitchell Dr. Imogene Mathison Mixson Dr. James Carleton Mohan Mrs. Deborah Horne Monroe Mrs. Irene Flurry Moore Mr. James Hargrove Moore Mrs. Karen Smith Moore Dr. & Mrs. Walter H. Moore Mr. Sheldon L. Morgan Mrs. Mary Johnson Morris Mrs. Margaret R. Morrison Mrs. Nancy Thomas Mueller Mrs. Kathryn Langlois Munro Ms. Maria Lyn Munroe Mr. Michael Peeples Murphy Mr. & Mrs. W Tom Nabors Mrs. Donna Wills Nall Dr. James L. Nave Mrs. Christina O. Neely Mr. Harry Eugene Neff III Mr. Nash Sewell Nelson Mrs. Sandra M. Nesbitt Mrs. Barbara Benton Nevins Mr. & Mrs. J. Kirk Newell Mrs. Rebecca Lawson Newman Mr. Thomas Hiliary Nicholas Mrs. June Sellers Nichols Mrs. Sally Smith Nichols Mr. J. David Nicholson Mr. James Lawrence Nolen Mrs. Dorothy S. Norris Ms. Molly Elizabeth Norris Col. & Mrs. Dalton Huey Oliver Mr. & Mrs. Russell Julius Olvera Mrs. Marsha G. Orr Mr. Bob Osborne Mrs. Susan Z. Owen Mrs. Theresa Gullatt Owen Mr. Robert Lee Owens Jr. Dr. Norman Lewis Padgett Mrs. Joan T Palestini Mrs. Emily Jones Parham Mr. & Mrs. Howard A. Parker Mr. & Mrs. William A. Parker

Mrs. Glenda Stacey Parrish Mr. John Randall Parrish Mrs. Deborah Smith Pass Mr. Daniel Mose Pate Mrs. Martha Woods Peake Mrs. Tiffany Jane Pelham Mrs. Gloria Garrison Penn Mr. Thomas C. Perry Ms. Tyler C. Peterson Dr. Dallas Petrey Mrs. Lucinda O. Petway Mrs. Jean Little Phillips Mrs. Sherri Hill Plant Mrs. Sue Miller Pogue Dr. & Mrs. Richard J. Polmatier Mrs. Judy Terry Powell Mrs. T. Louise Price Mrs. Erma Carlisle Proctor Mrs. Mayrelizbeth P. Pryor Mrs. Thelma Williams Purdie Mrs. Janice Spann Pyle Ms. Sherry Lin Quan Mrs. Paula Noonan Quindlen Mr. & Mrs. J. Tom Radney Mr. & Mrs. Warner J. Raines Mr. & Mrs. Gregory Grant Rains Dr. Janet Mills Reid Mrs. Jean Brown Reid Mr. James William Rew Mrs. Carol Bullard Rhodes Mr. Raymond Edward Ringer Mr. & Mrs. John Roberts Mrs. Lillian Hussey Roberts Dr. William Ladon Roberts Mrs. Katie Jones Robertson Mrs. Helen Law Robinson Mrs. Carole Pierce Rogers Mrs. Rachel H. Rogers Mr. Robert W. Rogers Dr. Donald O. Rooks Mrs. Joan Rose Mrs. Kelley Ledbetter Rote Dr. Susan E. Roush Dr. Mark A. Rowicki Mrs. Slater L. Rowlett Mrs. Mary Sumrall Roy Dr. & Mrs. Joseph Julius Russell Mr. Michael L. Russell Mrs. Janice Ham Saidla Mrs. Suzanne S. Salters Mrs. Elizabeth Day Sanders Mr. Robert L. Sanders Mr. & Mrs. James Hopson Sanford Mr. & Dr. Alfred Danny Sanspree Mrs. Susan Harris Saudek Mrs. Linda Dean Sayers Mrs. Shirley K. Scarbrough Mr. Roger P. Schad Mrs. Margaret N. Schaeffner Mrs. Elizabeth H. Schmitt Mrs. Penelope Prins Schmitz Mrs. Roberta Nix Schorsten Dr. Richard A. Scott Mrs. Terri Lindley Scott Mrs. Judy Kell Scully Mrs. Kay Richardson Selah

Mrs. Martha Jones Senkbeil Mrs. Janie Morgan Serotsky Mr. Jerry Lee Shaw Jr. Mrs. Janie Awbrey Shelnutt Mrs. Elizabeth T. Sheppard Mrs. Carol Curtis Sheridan Mrs. Marianne Sherman Mrs. Connie Davis Shewchuk Mrs. Alisa Walker Shivers Mrs. Kathleen B. Shivers Dr. Steven B. Silvern Mrs. Ann Blizzard Sims Dr. V. Shamim Sisson Mrs. Nancy Murray Slayden Lt. Col. William T. Sledge Sr. Mr. Robert N. Smelley Dr. Agnes Earle Smith Mrs. Catherine Deaver Smith Dr. & Dr. Dennie Lee Smith Mrs. Elizabeth Bagby Smith Mr. & Mrs. Jeffrey Lewis Smith Mr. John Carlton Smith Mrs. Lavonia W. Smith Dr. Mary Alice Smith Mrs. Natalie Boman Smith Mrs. Susan C. Smith Mr. & Ms. E Douglas Smyly Mrs. Nancy Lynn Snyder Mrs. Jennifer S. Sparkman Dr. Shirley Kelley Spears Mr. Clayton Edwin Spencer Dr. Ernest Clayton Spivey Mrs. Martha Bartlett Stamps Mrs. Gloria C. Standard Mrs. Linda English Stanley Mr. Scott Jeffrey Stapler Mrs. Ginger Goodroe Stauter Mr. & Mrs. Andrew Joseph Steele Mrs. Virginia B. Stephens Mrs. Helen M. Stewart Rev. and Mrs. Marcus C. Steward Jr. Mr. William H. Stewart Mr. and Mrs. Henry Pierce Still Jr. Mrs. Carolyn Hogan Stilwell Mrs. RoseLyn G. Stone Mr. & Mrs. Robert Howard Stowers Dr. James Allan Street Mrs. Jane Paxton Street Mrs. Kathleen G. Strickland Ms. Nell Whelan Stuart Mrs. Amy C. Sullins Mrs. Holly Whitt Sutherland Mrs. Patricia H. Swecker Mr. Thomas Lee Tate Ms. Deborah Elaine Tatum Mrs. Gail Watford Taylor Mrs. Gayle Jones Taylor Mrs. Lisa Thomasson Taylor Dr. Thomas Newton Taylor Dr. & Mrs. Wayne Teague Mr. Michael Douglas Tedder Mrs. Virginia Perry Teem Mr. & Mrs. Richard Graham Tenhet Mrs. Julie Hundley Terrell Mrs. Cynthia Smalshof Terry Dr. Sandra Lossmann Thames

Mrs. Linda Pritchett Thomas Mrs. Tina Gaffney Thomas Mr. & Mrs. Sam Thomason Dr. Edwin Alfred Thompson Mr. Foy Campbell Thompson Dr. Martha Williams Thompson Mrs. June M. Torbert Mrs. Mary Townsend Mrs. Carolyn D. Trolinger Mrs. Sonja Mills Truesdell Mrs. Carolyn Sims Trussell Ms. Fay Turner Mrs. Susan Perry Turner Mrs. Jane Hall Turrentine Mr. & Mrs. David Edward Tuszynski Mrs. Rebecca Bates Umbaugh Mrs. Patricia Van Laningham Mrs. Jan Christman Vowell Mrs. Leann Coker Walker Ms. Barbara Huggins Wall Mr. Arnold D. Wallace Mrs. Amy Lawrence Walton Mrs. Leah Hubbard Walton Mrs. Nancy Wood Ward Mrs. Kathryn Warren Mrs. Elizabeth Dean Watkins Mrs. Jacqueline H. Watkins Dr. Samuel William Watkins Mr. Harold Otto Watson Dr. Jacquelynn Wattenbarger Dr. & Mrs. Earl H. Weaver Mrs. Giscene Rister Weaver Dr. & Mrs. Harry T. Weaver Mrs. Teresa Wetherbee F. Mrs. Valerie J. Wetstone Ms. Barbara Brown White Mr. & Mrs. James Jerome White Ms. Marilyn L. Whitley Mrs. Christine T. Wiggins Mrs. Donna Rabun Wilcox Mrs. Melanie Hendrix Wilks Mrs. Carol S. Williams Mrs. Mary Hawsey Williams Ms. Sara Jane Williams Dr. Dora Louise Willis Lt. Col. Robert Harold Willis Mr. Charles Edgar Wilson Mrs. Janet Yates Wilson Mrs. Robin Williams Wilson Mrs. Vickie Mayton Wilson Mrs. Jeannine Pippin Wing Mr. Ulay K. Wise* Mr. & Mrs. Steven Wisnewski Dr. Johnnye Murray Witcher Mrs. S. Lynn C. Wolfe Mrs. Linda Brooks Wood Mr. Marvin R. Woodall III Ms. Leslie S. Woodson Mrs. Linda B. Worthington Mrs. Emily Corcoran Woste Mr. & Mrs. Robert F. Wyrick Jr. Mrs. Martha Leverett Yudin Mr. & Mrs. Edward Zak Mrs. Catherine C. Zodrow



�onor an �ducator A naming opportunity is a thoughtful, enduring way to honor or remember an important educator in your life — and it’s a tremendous opportunity to touch the lives of some of the world’s most promising students.

�onor �oll ��e

Honor an important educator in your life by placing his or her name on The Honor Roll—a permanent listing of educators who have enhanced the lives of former students, friends and family members. The Honor Roll is prominently displayed in the Auburn University College of Education as a reminder of the significant role educators have in the lives of others.

Opportunities in the College of Education at Auburn University to honor an educator include: • Naming an educator on The Honor Roll • Naming an annual scholarship • Endowing a named scholarship • Endowing a named professorship


Mark Wilton wanted to do something that “would last forever” for his wife Cindy as their 16th anniversary approached and as she began a new chapter in her life—pursuing her master’s degree in elementary education from Auburn University. Mr. Wilton, director of development for the AU College of Agriculture, was familiar with The Honor Roll, which was established by the College of Education as way for family members, current or former students, colleagues or friends to recognize the significant contributions the educators in their lives have made. The Honor Roll is a fund created to honor educators and their role in our society. The names of those honored and the individuals who honor them are prominently displayed in the College of Education. Mrs. Wilton teaches fourth grade at Wrights Mill Road Elementary School in Auburn—something she has done for the past six years. She taught first and second grade and second and third grade multi-age classes at Dean Road Elementary School in Auburn for 10 years before teaching at Wrights Mill Road. She made the transition to Wrights Mill Road when their oldest daughter, Brittany, started first grade. Brittany is now 12 years old, and the Wiltons are also the proud parents of Zach, 8, and Brooke, 4. “My reasons for investing in The Honor Roll were two-fold—my wife was growing professionally and our anniversary was coming up. I think being a teacher takes a special person,” Mr. Wilton said. “It takes patience and motivation to continue to devote yourself to your students day-after-day. As the husband of a teacher, I get to see the other side of teaching—the 24-hours, seven-days aweek—grading papers, phone calls from parents at night, handling situations diplomatically and being a good communicator.” Mr. Wilton added that The Honor Roll is a “doable” investment and the $500 contribution is


then used to provide student scholarships, faculty support and to assist the college in enhancing its high-quality programs. Thus, your giving not only honors your special educator, it helps ensure that future educators will be well prepared. Mrs. Wilton, who graduated with her master’s from AU in the summer of 2004 and is now working toward her education specialist degree, said she was “excited and tearyeyed” when she received the certificate from the college explaining that her husband honored her for being an outstanding educator. “I took the certificate to school and showed my colleagues. They announced it at the PTA meeting and in the school newsletter, so I thought that was really sweet,” she said. Mrs. Wilton also extends her teaching beyond the classroom into the ballet studio. She teaches ballet at the city’s Dean Road Recreation Center to two classes of 3- and 4-year-olds and one class of 5- and 6-year-olds. “I taught dance in Mobile for six years. My hobby was ballet and after high school I began teaching it and that lead to my interest in education,” she said. As to why teaching is something she loves, she said it is the reward in watching the progress of the students from the beginning to the end of the year and knowing the positive influence you have on making them life-long learners. “My motto for teaching is a quote from Dr. James Dobson. He said a child is not a vase to be filled, but rather a fire to be lit,” Mrs. Wilton said. “I don’t want to fill them; I want to light their fire, giving them the desire to continue to learn.” To receive more information about The Honor Roll or other giving opportunities within the college, please contact the Kimberly Trotter at or 334.844.5793.

Patrons Keystone of the

Named for the year in which the Department of Education (now the College of Education) was established, the 1915 Society recognizes donors whose lifetime contributions and commitments to the College of Education have reached a cumulative total of $25,000 or more as of September 30, 2004.

1915 Society Members

Pillar of Honor: $1,000,000 or more Humana Foundation in honor of Wayne T. Smith John P. Manry and Hedy White Manry Paul J. Spina Jr. and Bena Spina Pillar of Dedication: $500,000 - $999,999 Charles Fraley* and Mildred C. Fraley* Pillar of Commitment: $100,000 to $499,999 AB Dick Company Alabama Power Foundation Caring Foundation Caroline Lawson Ivey Memorial Foundation Inc. Jon E. Chancey and Nancy C. Chancey Alma Holliday Sam L. Hutchison* Jessie Ball duPont Fund James William Lester* and Elaine B. Lester James A. Manley Jr. and Harriett Manley John L. Moulton and Betty F. Moulton Beth Sabo Richard T. Scott Jr. Albert James Smith Jr. and Julia Collins Smith Angelo Tomasso and Joy Tomasso United Way of Lee County Inc. Earle Williams and June Williams

Pillar of Friendship: $25,000 to $99,999 James E. Baker Jr. Ralph Banks and Barbara Yancey Banks Ralph Carroll Boles* and Willie Mae Boles Coca-Cola Foundation David S. Elder and Judy V. Elder Betty T. Freeman T. Gordy Germany* and Gloria Germany J. Floyd Hall Frances K. Kochan Gerald S. Leischuck and Emily R. Leischuck Kathryn Flurry Morgan* Sarah E. Newell* Elizabeth A. Ponder Charles M. Reeves Jr. and Frances Skinner Reeves Jerry F. Smith J. Knox Williams and Jean Pierce Williams Jo Williamson Anonymous

Patrons of the Keystone support the belief that education is central to improving the future of our children, individuals, our state, our nation and our world. Patrons of the Keystone demonstrate their support of the College of Education by committing a multi-year pledge of financial support of the Dean’s Circle Fund. Each year, donations to the Dean’s Circle Fund provide the resources necessary for the college to exceed current levels of excellence in advancing its tri-fold mission of academic outreach. All alumni and friends of the College of Education are invited to become a Patron of the Keystone by committing a pledge of at least $1,000 per year for a minimum of three consecutive years. Patrons of the Keystone James ‘69 and Susan H. ’71 Bannon Dr. and Mrs.* John Bitter Nancy Tilden Campbell ‘69 Betty Freeman Connie Bomar Forester Dr. Carol Edmundson Hutcheson and Dr. James Hutcheson Kay Ivey Martha McQueen Kennedy Frances and William Kochan Mr. and Mrs. William D. Langley Jim ’60 and Harriett Manley John and Hedy (White) Manry Jane B. Moore

Byron and Carolyn Nelson Harold Patterson and Shirley Patterson Charles M. Jr. ‘49 and Frances S. ’71 Reeves Joyce Reynolds Ringer ‘59 Theresa Rushton Robertson and Richard J. Robertson Dr. and Mrs. Ron Saunders Dr. Deborah L. Shaw ‘84 Kathryn Milner Shehane Marcia Sheppard ‘60 Mr. and Mrs. Jerry F. Smith Dennis and Diane Wilson

* deceased

���������������������������� Establishing a Gift Annuity with the Auburn University Foundation provides a lifetime of rewards: Fixed, secure payments to you and/or a loved one for life; t A current income tax deduction; t Possible other tax benefits; t


Future financial resources for Auburn.

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2/22/05 10:47:17 AM

�uilding a better future through...

Leadership ■

Established in 2003, the Keystone Leader-in-Residence program introduces students to alumni who are proven leaders in business, human services, health services, community services and government. It supports the college’s philosophy that education—like the keystone of an arch—serves as a central, supporting role in every facet of our society.

Kay Ivey ‘67

Alabama state treasurer 2005 Keystone Leader

Gordon Sherman ‘57

Retired regional commissioner Social Security Administration 2004 Keystone Leader

Auburn University

College Of Education 3084 Haley Center Auburn, AL 36849-5128 Auburn University is an equal opportunity educational institution/ employer.

Wayne T. Smith ‘68

Chairman, president and CEO Community Health Systems 2003 Keystone Leader

U S P O S TAG E PAID Permit #530 Montgomery, AL

2005 Keystone  
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